I "^OO 



MANUAL 



for 



COUNTY INSTITUTES 



JUNE, 1912 



Issued by the 



Department of Education 



LITTLE ROCK, ARKANSAS 



GEO. B. COOK, Superintendent 



Democrat Print. & Litho. Co., Little Rook 




:jxA. oV Y>^X^-^^c^ ., .'!?,.„ t; 



MANUAL 



for 



COUNTY INSTITUTES 



JUNE, 1912 



Issued by the 



Department of Education 



LITTLE ROCK, ARKANSAS 



GEO. B. cook, Superintendent 



'"'t 

l(?ll^ 



FOREWORD 

Institute work is of special importance at this time tO the 
teachers of Arkansas. Conditions are rapidly improving through- 
out our public school system ; particularly is this true of the rural 
schools. New laws govern the school administration, new oppor- 
tunities for progress have been opened up, new studies have 
been added to the course of study, more practical methods of 
teaching are being called into practice, new responsibilities have 
been placed on the public schools and the teachers. The June 
Institute in your county offers peculiar opportunities for keeping 
abreast with local conditions. 

The law, which requires the attendance of every teacher for 
a full week at the June institute, has certain recognized advan- 
tages which can not be ignored. Unless the license to teach, 
whatever its grade, is properly endorsed, from year to year, for 
institute attendance, that license is not valid and the teacher 
could not legally collect salary for teaching in the public school. 

The Institute Manual should be the handbook of the teach- 
ers for the year. Special attention is called to the Outline for 
Elementary Agriculture. The quarterly examinations will be 
taken from the manual, and a review of the same is the best pos- 
sible preparation for examination. 

The Department of Public Instruction extends cordial 
thanks to those teachers who have contributed the valuable out- 
lines for the different subjects in this manual. 

The department also extends congratulations to the County 
Superintendents and Examiners and to the teachers for the gener- 
ous and cordial support they have given the institutes during the 
past three years. 



APR 23 1914 



SCHOOL IMPROVEMENT ASSOCIATION 

FOR TOWN, CITY AND RURAL DISTRICTS. 

The Department of Education is encouraging the organiza- 
tion of School Improvement Associations in all the school districts 
of the State. 

During the past year associations of this character have 
been perfected in many cities, towns and rural districts and the 
benefits to the schools have been marked in every instance. Com- 
munity pride and interest is the vital, the all-important factor in 
raising the standard and the efficiency of our schools. 

Wherever School Improvement Associations have been 
organized, there has been a wonderful awakening in matters 
educational. There has been a banding together of school 
patrons — men and women — young and old for the single purpose 
of improving the school. Teachers, directors and patrons have 
been brought together for discussion, for intelligent understand- 
mg, co-operation and organization in matters educational. A 
School Improvement Association in any district stands for prog- 
ress and uplift in the work of education in that district. 

If there is no association in the district where you are teach- 
ing, will you not fill out the blank below, detach and hand to 
your County Examiner or mail to the State Superintendent at 
Little Rock? Literature for organizing an S. I. A. will then be 
mailed to vou. DO THIS WITHOUT FAIL. 



'T pledge to do all possible for the Health, Beauty, Comfort 
and Attractiveness of my school, and to organize a School 
Improvement Association in my community. 

Signed 

Postoffice County 



UNIVERSITY OF ARKANSAS, 
SUMMER SCHOOL 

JUNE 17 TO JULY 27, 1912. 

"Efficiency" is the watchword of the hour. So broad is it 
that from the statesman to the wage earner, the cr}' is for more 
efficiency. Since upon the teachers devolves the duty of mould- 
ing the lives of the men and women of the future, the cry of 
efficienc}^ appeals most strongly. 

In order to meet the demands of the teachers, the University 
of Arkansas offers to the teachers of the State a summer session, 
at which time courses along strictly professional lines by Profes- 
sors Torreyson, Grant and Johnson will be offered, while observa- 
tion work in the upper grammar grades by Miss Bland and in 
the primary grades by Miss Trail, may be done. 

To those desiring to raise the grade of their certificates from 
Second or Third to First, from First to Professional, or from 
Professional to State, review and method work will be given in 
all common school and high school branches. Courses for college 
credit will also be offered. 

There will be a series of lectures by noted educators. Spe- 
cial examinations for county and State licenses at the close of 
session. The following is an estimate of the cost of attendance 
for the six weeks : 

Board and room $22.00 

Matriculation fee 10.00 

Books, etc 3.00 

Total $35-00 

The railroads have promised a rate of one and one-third 
fares — certificate plan — from June 10 to July 31, good returning 
August I. 

The delightful climate of Fayetteville niakes it an ideal place 
for a summer school. 

For further information, address 

W. S. JOHNSON, 
Dean of Summer School, 

Fayetteville, Ark. 

4 



ARKANSAS STATE NORMAL SCHOOL, 
SUMMER TERM 

SIX WEEKS BEGINNING JUNE lo. 

For years the teachers of Arkansas were forced to leave the 
State in order to secure such training as they felt essential to 
their success in their vocation. Each year sees many leaving us 
for the same purpose, though this is no longer necessary. 

The establishment of the State Normal School marked an 
epoch in our educational history, and, in its three years' existence, 
more than eight hundred teachers have taken advantage of the 
opportunities there offered for improvement. Are you of that 
number? 

The success of its summer terms has also been marked. It 
offers to those teachers, who can not attend the regular session, 
work in review of subject-matter, in study of methods, in prob- 
lems in management, in special lines, such as will give ample 
returns for time and money spent in attendance. 

The expense for the entire six weeks, exclusive of railroad 
fare — the various railroads will offer reduced rates over their 
lines — need not exceed thirty dollars. Can you stay at home for 
much less? 

Primary teachers especially should be interested in the model 
school of forty pupils, doing work in the first four grades, under 
the direction of Miss Bell, of Little Rock, aided by her sister — 
two of the best primary teachers of the State. 

The class and demonstration work in Science and Agricul- 
ture will be most interesting and profitable. The teachers -of 
other subjects will shape their work with reference to the direct 
need of the students. The course of general lectures will be 
helpful and inspiring. You should make arrangements to attend 
the full time. 

For full information and announcements, write to the Presi- 
dent, J. J. Doyne, Conway, Ark. 



TEACHERS' AND PUPILS' READING CIRCLES 

The following books have been adopted for the Reading 
Circle Courses for 1912. The questions for the quarterly exami- 
nations, as far as practicable, will be based on the reading 
circle texts : 

ARKANSAS TEACHERS' READING CIRCLE 

PROFESSIONAL. 

1. Chamberlain's Standards in Education — American Book 
Company. 

2. A Brief Course in the Teaching Process (Strayen) — Mac- 
millan Company. 

CULTURAL. 

1. Plalleck's History of American Literature — American Book 
Company. 

2. Gardens and Their Meaning — Ginn & Co. 

3. Checking the Waste — Bobbs-Merrill. 

ARKANSAS PUPILS' READING CIRCLE 

Second Grade. 
Sunshine Annie — Bobbs-Merrill. 
Tommie Tinker's Book — Little-Brown Company. 
Anderson's Best Fairy Tales — Rand, McNally. 
The Later Cave Men— Rand, McNally. 

Third Grade. 
The Book of P'olk Stories — Houghton-Mifflin Company. 
Une San, In Japan — Little-Brown Company. 

Fourth and Fieth Grades. "" 

Black Beauty— Rand, McNally. 
Great Inventions and Discoveries — Merrill & Co. 
American Plistory Story Book— Little-Brown Company. 

Sixth and Seventh Grades. 
Florence Nightingale — Appleton Company. 
Little Colonel's House Party — Doubleday-Page Company. 
Anne of Green Gables — Doubleday-Page Company. 
Polly Oliver's Problems — Houghton-Mifflin Company. 

Eighth Grade and High Schooe. 
Hobson's In the Line oi Duty — Appleton Company. 
The High School Debate Book— McClurg Company. 
Lamb's Tales of Shakespeare — Ginn & Co. 
Industrial Studies — United States — Ginn & Co. 



NATIONAL EDUCATIONAL ASSOCIATION 

CHICAGO, JULY 6-12, 1912. 

The advance announcements of the Fiftieth Annual Con- 
vention of the National Education Association, Chicago, July 
6-12, 1912, are being sent out. 

The location of this great educational gathering at Chicago 
is unusually convenient for Arkansas teachers and a large delega- 
tion from this State should take advantage of this opportunity 
to attend. 

Very low railroad rates will be offered and arrangements 
will be made for special train service for the Arkansas party. 

All those who can possibly arrange, to attend the N. E. A. 
should address George B. Cook, State Superintendent of Public 
Instruction, Little Rock, and receive full information as to rail- 
road rates, routes, hotel reservations, programs, etc. 



REQUIREMENTS FOR DIFFERENT GRADES 
OF TEACHERS' CERTIFICATES 

STATE AND COUNTY. 

Three grades of county certificates are granted. 

Third grade county certificates are granted upon passing an 
approved examination on United States History, Orthography, 
Penmanship, Reading, Arithmetic, Grammar, Geography and Ele- 
mentary Agriculture. 

Third grade certificates are valid for six months and subject 
to one renewal for institute attendance. (Average 70 per cent, 
minimum 60 per cent.) 

Second grade county certificates require, in addition to above 
subjects, Arkansas History, Theory and Practice and Physiology. 
Second grade certificates are valid for one year and subject to 
two renewals for institute attendance. (Average 75 per cent, 
minimum 65 per cent.) 

First grade county certificates require, in addition to second 
grade subjects. Civil Government and Elementary Algebra; valid 
for two years and subject to continued renewal for institute 
attendance. (Average 85 per cent, minimum 70 per cent.) 

Examinations for county licenses are held quarterly at each 
county site, conducted by the County Examiner or County Super- 
intendent, on the third Thursday and Friday of March, June, 
September and December. Questions furnished by the State 
Department. Applicants are required to pay a fee of two dollars 
into the county treasury. 

Six grades of licenses valid throughout the State are issued. 

I. Professional license, valid for six years, requires, in 
addition to all subjects for first grade county certificate. Rhetoric, 
General History, Plane Geometry and Complete Algebra. A fee of 
five dollars must be paid into the State treasury by all applicants 
for professional license. (Average 80 per cent, minimum 70 

8 



per cent.) A creditable, living first grade license may be used 
as the basis for professional license. 

2. State certificate, valid for life, requires, in addition to all 
subjects for professional license, Zoology, Geology, Botany, Phys- 
ics, Latin, Latin Grammar and Composition, four books of Caesar ; 
Virgil and Cicero (two books of each or equivalent). Geometry 
(plane and first two books of solid, including exercises), and 
Mental Philosophy. (Average 80 per cent, minimum 70 per 
cent.) A fee of ten dollars is required to be paid into the State 
treasury by all applicants for State license. A professional 
license may be used as basis for State certificate. 

3. The diploma of graduates of the State Normal School is 
a license to teach, good for six years and subject to extension 
for life. 

4. The L. L degree of the University of Arkansas is a six- 
year license to teach, subject to extension for life. 

5. Diplomas of graduates of the Normal training depart- 
ments of State high schools are licenses to teach, good for two 
years, and convertible into regular Normal diplomas after twelve 
months' teaching experience. 

6. State first grade certificates, good for two years and 
subject to continuous renewal, may be secured by sending to the 
State Superintendent the examination papers upon which a first 
grade county certificate was issued, together with a fee of one 
dollar. If the papers pass satisfactory re-examination, a State 
first grade certificate will be issued. 

Examinations for State and professional licenses are held 
annually, coincident with the June quarterly examinations, at 
Little Rock and at least three other places in the State. 

State and professional licenses may "be secured without 
examination based on State certificates from other States and 
upon degrees from accredited educational institutions by appli- 
cants having at least twelve months' successful teaching expe- 
rience for State and six months for professional license. (Appli- 
cation forms secured from the ^State Superintendent.) 



A PROGRAM FOR IMPROVEMENT OF RURAL 
SCHOOLS IN ARKANSAS 

SOME OF THE ESSENTIALS. 

It ought not to be necessary for any man in our State to 
have to remove from his home on the farm to secure better educa- 
tional advantages for his children. A good system of schools 
in the rural districts will help immensely in solving the problem 
of developing the agricultural interests of the State. Better 
schools and better farming methods go hand in hand. 

The Teacher. — One of the essentials for a good rural school 
IS a good teacher. The rural school will be no better than the 
teacher in charge of the rural school. We need for our rural 
schools the best teachers that can be had — teachers who love the 
country, and, above all, love the boys and girls of the country. 
To secure the best teacher for the rural schools, an adequate 
salary must be paid ; but, when such teacher is once secured, she 
should be retained and I am sure will be retained as long as it is 
possible to keep her. 

The Building. — The next consideration for better school 
conditions in the rural communities is a comfortable and attrac- 
tive school building. It should be a model for beauty and attrac- 
tiveness and should be well located. There should be proper 
heating, ventilation and sufficient light. The necessary outbuild- 
ings should be kept clean and sanitary. A little work on the 
part of teachers and pupils has often made a school building or 
a school site a model of neatness and beauty that otherwise was 
uninviting and unattractive in every respect. 

The Grounds. — The school grounds should be ample and 
centrally located, if possible, as regards the district. Good drain- 
age and pure air should be assured. If possible, the grounds 
should be large enough to provide a small tract for school gar- 
dening and practical demonstration work in agriculture. Play- 
grounds should be large and well-cared for. 

10 



The Equipment. — The equipment shauld be complete and 
should consist of good maps, blackboards, globes, well-selected 
library and reference books. There should be a few well- 
selected pictures. The equipment need not be very expensive 
but should be well adapted to use in the rural school. 

Course of Study. — A definitely planned course of study with 
subjects arranged in proper correlation and sequence — ^the work 
should be kept very close to essentials. The school life and the 
home life should be kept closely in touch. 

Supervision. — Much loss has come to the country school 
because it has not had the benefit of the close supervision that 
has been available for the schools -of cities and large towns. The 
law providing for the employment of a County Superintendent of 
Schools, wlio must be specially fitted for the work, and must 
give all his time to it, is one that holds promise of much good 
.for our rural schools. The rural sclipol deserves the best in 
supervision that can be had. 

Community Support and Interest. — Perhaps the relation be-' 
tween the country school and the community is closer than in 
the case oi any other class of schools. This vital relation 
between the school and the community should be recognized by 
the teacher, the parent and the citizen. Their efiforts should be 
united to strengthen it and make it effective for mutual improve- 
ment. ' * . 

The above outline gives in a brief way some of the essentials 
for an efficient rural school. They may be had in any commu- 
nity if proper attention is directed to them. To bring about these 
conditions, that are fundamental to an efficient system of rural 
schools, means work for all. Will you aid in this work? 

J. h. BOND, 

Professor of Elementary Education. 



11 



TO THE TEACHERS 

Your attention is called to the opportunity for advancement 
offered by the present high school law under the terms of which 
certain high schools receive aid from the State. The law has 
two main purposes : 

1. To place high school privileges within the reach of all 
pupils when they have finished the common school course in the 
rural schools. 

2. To aid all teachers of rural schools in continuing their 
education. 

Tuition in these schools is free to all pupils and teachers of 
the county in which the school is located. 

You are therefore urged to take advantage of this oppor- 
tunity to extend your preparation for better work in the schools 
and as a means by which you may secure a higher salary and 
deserve it. If you have had a full high school course, go to the 
University or some college if you can ; if you have not had a high 
school course, go to the State Normal School or one of the State 
Normal training high schools, if you can; if you can do neither 
of these, by all means enter one of the State high schools for as 
long a period as possible each year. Even one month of study 
and observation will be of great service to you in your work. 
Most of them offer pedagogy and school management. 

You are urged also to use your best efforts to induce boys 
and girls of your schools to enter these State high schools when 
they have completed the common school course. The schools 
are intended for youths of the rural districts, and you can render 
them and the State as well no better service. Twelve hundred 
of them have enrolled this year. Next year there should be 
three thousand. 

STATE BOARD OF EDUCATION. 

B. W. Torreyson, Secretary. 
George B. Cook, Chairman. 



12 



PROGRAM 

Morning, 

Page. Subject. Time. 

Opening Exercises 8 :3o to 8 45 

14 Theory and Practice 8:45 to 9:15 

32 Arithmetic 9:15 to 9 145 

35 Elementary Agriculture 9:45 to 10:15 

Recess. 

52 Penmanship 10 :30 to 11:00 

56 Grammar 11:00 to 11:30 

64 Reading 11:30 to 12 :oo 

Intermission. 

Afternoon. 

68 Arkansas History i :oo to 1:30 

'J2 United States History i :30 to 2 :oo 

79 Orthography 2 :oo to 2 :30 

Recess. 

■ 85 Physiology 2 :45 to 3 :i5 

88 Geography 3 :i5 to 3 :45 

94 Algebra 3 :45 to 4 :i5 

103 Civil Government 4:15 to Close 



13 



THEORY AND PRACTICE 

CHAMBERLAIN'S STANDARDS IN EDUCATION. 

FIRST DAY. 

Author's Preface;. 

1. What are the principles of education? Make a Hst of 
such principles and retain it until your study of this book is 
completed ; then revise this list. 

2. What pedagogic principle to be applied in your teach- 
ing is derived from the statement that most books on psychol- 
ogy and education are too technical or too abstruse for the 
teacher? 

3. In what subjects are illustrations most readily used? 
What forms may illustrations take? Note from day to day the 
value of illustrations in your teaching. 

4. What do you understand by the term "common school" ? 
It does not have reference to the grades. 

5. Look up the life and work of Colonel Francis W. 
Parker. See his "Talks on Teaching". 

Study the "Table of Contents" of each succeeding chapter 
before taking it up. Note the value of a careful analysis. yVfter 
each chapter is studied make an analysis of it and compare with 
the "Table". 

Chapter I — Thk Aim of Education. 

1. What are the factors that determine the lines education 
should follow in any country or with any people ? " 

2. Formulate as many definitions of education as you can 
and list them in the order of their importance. Do you think 
this is the order you would suggest if you lived in a large city? 

14 



In the country? In France or England? In your own locality 
a century ago? Preserve this list and revise it after you have 
completed your study. 

3. Talk with the "old timers" of your acquaintance who in 
youth had as good an education as the day and location afforded. 
Contrast their views of the efficiency of the school of the then 
and the now. 

How do the views of those men and women who in youth 
had little schooling, compare with the above? 

4. In what terms is the value of a school education usually 
reckoned? Have the great minds of any period or century been 
the "school-trained" minds? 

5. Thus far in your study what one word may be used to 
indicate the real value of any true system of education? What 
do you mean by character building? By moral training? 

6. We speak of the practical. things as the material things; 
the work we do with our hands is sometimes called practical, as 
distinguished from so-called "head-work". Consider this matter 
and discuss it. 

7. Take the essential elements in the ideas hefd by both 
Plato and Aristotle and so articulate them as to form a satis- 
factory definition of education. 

8. Is the conception of education as here stated an ideal? 
Do you know any school meeting the requirements imposed ? 
Consider whether you are acquainted with any pupils or adults 
measuring up to these standards. 

9. Take up the question as to whether it is easier for the 
school to mould sentiment, than for public opinion to change the 
tenor of the school. 

10. Do schools seek primarily to teach so as to meet the 
demands of today, or do they attempt to teach mainly for the 
future? Consider your own school preparation in endeavoring to 
answer this question. 

11. What is the accepted meaning of the term society f 
Does the average individual consider his duty to himself or that 

15 



to society as paramount? Picture the result should all people ' 
realize their individual duties to society and live up to these 
obligations. 

12. When we attempt in school to have a pupil "merge 
his desire in the will of society", how do we ordinarily phrase 
the matter? Why must greater caution be used in dealing with 
children than with adults in this connection? Suggest a term to 
be used in the grown-up world comparable to discipline or de- 
portment when applied to the school. 

13. Explain the meaning of the sociological element. In 
arithmetic which receives greater consideration, the social or 
psychological sides? In history? In geography? In industrial 
training ? 

14. Wbat meaning is conveyed by the term "re-act"? Why 
little opportunity? 

15. Note the most significant statement on page 25. Com- 
pare notes and discuss. How do these views compare with those 
commonly held on this point? 

16. Think of the man or woman of your acquaintance 
who seems to possess in greatest degree the type of knowledge 
suggested in first paragraph, page 26. Is it knowledge or the 
way knowledge is used that counts? Is this always true? 
Knowledge may be subject-matter and its manner of use the 
method. Withhold your final conclusions here for a later con- 
sideration. 

17. Which is easier to acquire, knowledge, or a use of it? 
Do you know those who have many facts at command, but who 
are unable to use them to advantage? Do you know of those 
who have power to handle facts but who possess them not? 
Analyze the difficulties in each case. 

18. Is there greater necessity today than existed formerly 
for recognition of the home, shop, farm, factory, community, in 
considering school standards? Explain. 

19. Is there any relation between fact and reason on the 
one hand and cause and effect on the other? Why has more 
attention been given in school to facts than to reasons? Has 
cause or efifect received chief consideration? 

16 



\ 

20. Culture, discipline, information ; if one can exist with- 
out the others, which should receive greatest emphasis in the 
elementary school ? Why ? 

21. Note the sense in which the term discipline is used. 
Distinguish clearly between discipline used in this sense and 
when conveying the idea of deportment. 

22. Analyze the quotation from Dewey. (27) Suppose 
the school studies met fully the standard suggested, what of 
school pupils? Would we have any misfits? 

23. List those subjects that to your mind make for discip- 
line chiefly. Do the same for culture; for information. Is the 
informational subject of a given school year ever taught as a 
culture subject in another year? Explain. 

24. Show how the statement in the last sentence, page 27, 
is true. Draw illustrations from history and literature. 

25. Consider the man or woman who has appealed to you 
as being the most cultured of your acquaintances. In what does 
this culture consist? 

26. Is your best informed man lacking many times in this 
kind of culture? 

27. What is the type of the best disciplined mind? 

28. Did your school training aim chiefly at subject-matter 
or method? Is more attention given to method in the kinder- 
garten or in the high school? To subject-matter? Suppose the 
order to be reversed. 

29. What do you understand by expression as used in the 
first sentence, page 30? 

30. What is the relation between self-control and will? 

31. Was wilHngness, or ability, or necessity, or desire, the 
chief element in the reaching out of these master minds toward 
a broad understanding and a full expression? Was this mind 
attitude gained or trained in school? 

32. Sum up this chapter in a few lines and emphasize those 
elements that appear to you as being most helpful. 

17 



Chapter II — The; Ei.e;me;ntary Curriculum — Its Motive and 

Content. 

1. To what do you attribute the recent serious unrest in 
educational matters ? 

2. Conceding that the elementary is the most important 
phase of education, account for the fact that in the past greatest 
attention has been given to the development of the high school. 

3. Note that many of the advocates of a broader elementary 
education today are those engaged in higher education. What is 
the significance of this ? 

4. What are the dangers incident to discriminating sharply 
between education as old and neiv? 

5. Suggest the types of educational institutions that today 
seem to best measure up theory with practice — that best meet 
the demands dmposed upon them. 

6. Improvement in the elementary school has come from 
above, are the universities to be criticised for the policy some- 
times assumed by them of dictating to the lower school? Dis- 
cuss this whole matter with high school and college people. 

7. Consider the problem of early vocational training. Will 
such a school for elementary pupils, or will an entire revision of 
the curriculum look toward furnishing "that which is demanded 
in actual life"? 

8. Under our modern conditions is it not inevitable that 
work formerly carried by the upper school must now be done 
by the lower? 

Take up this question again after a careful analysis of 
pages 44-54. 

9. Were the text books and methods employed in the time 
of your fathers better suited to their day and generation than are 
the schools and methods of today to our present needs ? 

10. Test those of the older generation as to their memory of 
geographical and historical facts, rules of grammar and arith- 
metic, and ability in mental arithmetic. Draw conclusions. 



11. What is the relation between knowledge of a rule in 
grammar and ability to use correct English? 

12. If the mind were "cut up" into divisions, each function 
in its own way, would the problem of education be simpler or 
more difficult thau it now is? 

13. What do you think of the argument that the best 
education was had in the old days when there was little division 
of labor, each individual being required to perform all the 
processes of a given line of work? 

14. Is there danger of over-emphasis of our industrial life 
|)rol)Iems? 

15. What do you understand by the term fad in education? 

16. Make a list, without consultation with others, of three 
of the best teachers you know, enumerating the desirable quali- 
ties they possess. Preserve this list and revise after, you have 
completed the book. 

17. How would the average business man regard the sug- 
gestions made on page 61 ? Take this matter up with a merchant 
a banker, a lawyer, a farmer, and a mechanic of your ac- 
quaintance. 

SECOND DAY. 
Chapte;r III — Industrial Training : Its Aim and Scope. 

1. As a rule, which class looks upon manual labor as de- 
grading — the laboring class or the leisure class? 

2. Is the social break between the wealthy and the poor 
more or less distinct than formerly? 

3. Do not the same conditions exist as regards the rela- 
tive positions of sons of rich and poor in school subjects gen- 
erally, as a«re suggested for industrial work on page yTi"^ 

4. _ Study the pupils in your own school and ascertain 
whether social distinctions are drawn on the basis of financial 
position, 

5. Will not his out-of-school experiences provide fully the 
necessary bodily activity? 

19 



6. Account for the fact that you are constantly troubled by 
boys who "won't keep still". Ask for k visiting day and spend it 
in a well regulated kinderganten, studying the methods. 

7. Show how the traditional book subjects can be made to 
meet the demands for activity. 

8. Just what is understood by industrial life? 

9. Why should the school interest itself in that which 
pertains to industry, manufacture and commerce? Should girls 
be given any consideration in an industrial scheme? Indicate 
the relation between industrial insight and education. 

10. In your own work for how long a period do you expect 
your class to concentrate upon a lesson they have in preparation? 
What results do you secure if a recitation period be greatly pro- 
longed? Under whait conditions do you accomplish the best 
results in your own work? 

11. When manual work is not given in school, how may 
the necessary change be brought about? 

12. What proportion of time could profitably be devoted 
in each grade to industrial work ? What forms should it assume ? 

13. Note lin your kindergarten visit whether the manual 
processes tax the larger muscles or those of the fingers mainly. 
Are the eyes severely taxed? Note the work as given in the 
first and second years. Is it chiefly "seat work" ? Does it depend 
on delicacy of finger muscles or eyesight? Discuss these points. 

14. If a pupil is much interested in his shop project would 
he likely be satisfied with less good results than when dealing 
with history or geography? 

15. Make a list of the various tests you apply to ascertain 
whether a student has a "grasp" of the subject. 

16. How would it do to have pupils construct needed ap- 
paratus and make repairs in and around the school building? 
Study the conditions surrounding your own room or building to 
ascertain what could be accomplished in this direction. 

17. What trades are carried on in your neighborhood? . 
When the boys and girls leave your school in what lines of em- 
ployment do they engage ? 

20 



i8. Suggest certain lines of industrial work to be carried 
on in school, a knowledge of which will be of value in the home. 

19. What do you understand by objective teaching? What 
is busy work? How may industrial work be used as objective 
in the book work? Should manual training be a subject in itself 
or be taught in conjunction with book subjects? Consider this 
matter again at a later day. 

20. In studying technical grammar before an appreciation 
of the English language is gained, is the principle of the exercise 
or of the model system being used? Which should precede, the 
rule, or the study of that upon which the rule is based? 

21. In "making things" at home did you begin with the 
exercise (stitch or joint) or did you at once make something? 

22. How much emphasis do you place upon sequence and 
technique an your work? 

23. Account for the fact that progress in industrial processes 
has been brought about largely through those who are not 
teachers of the subject — by educators and business men. 

24. Discuss the educational value of exhibits, 

25. In shaping your course of study, what part has locality 
and utility played? 

26. At how early an age should girls be given a type of 
work differing from that given to boys? 

27. Does technique or accuracy upon the one hand, or 
thought and reason upon the other, appeal most strongly to the 
child? Consider age here. Is there conflict between technique 
and thought? 

28. What is the greatest barrier to the development of 
individuality in school? 

29. Do you think most teachers too conservative or too 
radical ? 

Chapter IV — The; Meaning oe CorreIvATion. 

I. What do you understand by the "social basis" of cor- 
relation ? 

21 



2. Suggest the various groups of studies that might be 
formed under the group idea. What principle governs the selec- 
tion of studies forming any group? 

3. Make a list of all formal and another list of all humanis- 
tic studies. ■ What are the determining elements here? 

4. If ithe child is the natural center for correlation, would 
all children be equally well fitted to receive instruction based on 
correlation? 

5. Reconcile the fact that, more and more, subjects are 
being subdivided and specialization developed, with the second 
statement from Parker, page 106. 

6. What attention should the school give to concentration 
as discussed? 

7. Compare the statement by Dr. White (107) with those in 
-the preface (6 and 7). 

8. What is the distinction between the unification idea 
(108) and the group idea? (104) Why may not all studies 
be (included in one? 

9. As each individual has his own particular preferences, 
how would it do to place as centers of correlations, those subjects 
that appeal in each case? 

10. How does the idea of correlation in co-ordinate groups 
(no) comport with the child as center idea? 

11. Would complete unification mean a simpler or more 
complex school schedule than we now have? 

12. What do you understand by relative values of studies? 
What elements go to determine these values? List the school 
studies on a relative value basis, and preserve the list to be 
studied later. 

13. What do you understand by content and form? 

14. As individuality develops, will the interests and ends as 
discussed by Dewey not increase? Then will not subjects be 
multiplied ? 

22 



15- Would not complete unification mean casting all stu- 
dents in the same mould? What of class vs. individual in- 
structions ? 

i6. What has been your experience in correlative teach- 
ing? Have you taught to correlate, or has correlation developed 
logically ? 

17. What is the strongest argument offered for correlation 
on pg. 114-IT5? 

THIRD DAY. 

Chapter V — The; Basis 01" Ethicai. Training. 

1. Does a deepening of the moral sense accompany indus- 
trial growth and commercial expansion? 

2. What light would the discussion in the previous chapter 
throw upon the value attaching to moral or religious training 
as such? 

3. May the same plan be pursued in schools receiving State 
aid, as in instiutions of a private, parochial or sectarian nature? 

4. Compare again the substance of the last paragraph (121) 
with the ideas set forth in the preceding chapter. 

5. Examine a reading or spelling book of fifty years ago 
and note the moral at the close of each reading lesson. 

6. What peculiarities of the earlier day and manners and 
customs of the time gave rise to the idea that moral life and 
actual living were divorced? 

7. If the school of the past was richer in discipline than 
that of the present day, was the moral feeling greater then also ? 

8. Should the child's early interests be directed, or his 
native interests considered ? Can artificial phases of life be made 
"actual" to the child? How about myths and fairy stories? 

9. Are short cuts and quick methods educational? 

10. Consider as to whether it is the duty of the teacher to 
make interesting, the uninteresting phases of school work. 

23 



11. What is the relation of" interest of pupils to simplicity 
of lessons? 

12. The features of child study with which every grade 
teacher should be familiar are summed up on page 129. Analyse 
them. 

13. Suggest other terms to cover the two forms of attention 
— voluntary and involuntary. 

14. Contrast the statement on the difficulty of securing 
attention (130) with the substance of the final paragraph on 
page 75. 

15. What of the argument that the play spirit gained in the 
kindergarten incapacitates the pupil for serious work? 

16. If each child demands individual attention, why con- 
sider so seriously the course of study? 

17. What was lacking in Mr. Carling's early training? 

18. Select from your class those who habitually give too 
much attention to detail; those whose attention it is difficult to 
secure. How may each group be treated? 

19. Secure the opinions of your associate teachers as to the 
value of discipline. Make a list of the various ways of develop- 
ing the habit of discipline. Retain the list for later consideration. 

20. Having in mind what is said (133 and 134) determine 
as to your least attentive pupils ; your most attentive. 

21. On page 135 there is a suggestion of something of 
more value to the teacher than knowledge of subject-matter. 
Consider this. 

22. Do your pupils endeavor to answer in recitation as you 
"want them to answer"? Do they say, "I don't know what you 
want"? What is wrong? 

23. Is the illustration given extreme? (137) 

24. If a text-book on moral instruction is to be used it 
would best be studied by the teachers themselves. Discuss this 
statement fully. Are teachers living examples to their pupils? 

24 



25- How many of your associates use the Bible in school? 
Is their purpose to inculcate moral principles or doctrinal teach- 
ings? Determine the age at which the average pupil prefers 
readings from the Bible to those from other books. 

26. Do you see any danger of over-educating the emotional 
or sentimental life of the child ? 

Chapter VI — The Significance oe Habit. 

1. What are the undesirable habits most common to mem- 
bers of your class ; the desirable habits ? 

2. If the child must "learn by experience", how shall he be 
guarded from acquiring a store of bad habits in his early years ? 

3. If to stop or break a habit at once implies will power, 
how can we expect the child to accomplish this? Suggest a 
method as effectual and that will more likely meet the child's 
capacities. 

4. What part should interest play in this matter? 

5. Will talking about the habit to the pupil have any more 
effect than talking about morality? 

6. Have you discarded any injurious habit that you for- 
merly possessed? How did you accomplish this? Do you ac- 
quire a new habit today with greater ease or with more difficulty 
than formerly? What educational principle do you derive from 
this ? 

7. If a pupil has several bad habits, is it best to try the 
lopping-off process of all at once, or one at a time? 

8. Discuss the part that biography should play in training 
in right habit-forming, action and precept on the teacher's part. 

FOURTH DAY. 

Chapter VII — The Curriculum in Operation. 

I. Is the illustration that of a typical case? Under'normal 
condition would there be many such cases as cited? 

25 



2. Would program-making be easy or difificult if the formal 
discipline doctrine prevailed ? 

3. Picture a community where the schools allowed each 
child a taste of every possible subject. 

4. Suggest a method for determining the essentials. Are 
these always ithe same in a given locality? Do they differ in 
dififerent sections? 

5. Define practical as applied to education. 

6. As you study the seven-fold classification, what part 
think you has correlation played in the arrangement? 

7. Is the list arranged in the order of importance of sub- 
jects? 

8. Compare the substance of paragraph two (165) with 
what is said of physical development. (76-77) 

9. Does the teaching of physical training as a "well-de- 
fined subject" in "concrete problem" preclude the correlation idea? 

10. Study your schoolroom with a view to ascertaining how 
the conditions suggested are met. 

11. If the teacher has had no experience in this work, or 
has no knowledge of the principles involved, could she pursue a 
correspondence course to advantage? 

12. Make an investigation to ascertain the results secured, 
in schools where every pupil is given a physical examination. 

13. What advantages has the country schoolboy in the 
matter of sports and athletics? 

14. Criticise these statistics and show wherein they may 
be defective or misleading. 

15. Discuss the moral benefits to be derived from competi- 
tive athletics not professionalized. 

16. Study the conditions of your schoolroom again and 
note how they conform to the suggestions. 

17. Read any available references on the out-of-door gym- 
nasium. 

26 



1 8. Try some simple pottery forms in your class, and note 
if these are not preferred ito tfie ordinary modeled natural forms. 
How may the woodwork at the bench be of assistance in this 
department ? 

19. How many varieties of nature-weaving materials may 
be had in your locality? Have collections made by the pupils. 

20. Purchase a manual on paper and cardboard, and make 
the series of objects suggested. Then present to your class, 
always emphasizing the design and artistic sides. 

21. Make a collection of photographs and cuts of pieces of 
metal work, to aid the pupils in an appreciation of the beautiful 
and useful. 

22. How may a beginning in woodwork be made in schools 
where there is no equipment? 

Chapter VHI — 'Study and Preparation. 

1. What are the conditions in your own school or grade 
as to home study? To what extent is your work planned on the 
basis of home preparation for the pupils ? 

2. Is it possible for the teacher to meet and counteract the 
conditions indicated without endangering her position or being 
disloyal to her superiors? 

3. What do the pupils think regarding home work? Is it 
because they are working too hard or too many hours that much 
out-of-school preparation is to be deplored? 

. 4. Given their choice, would pupils prefer to study in school 
or out of school? Test this. Do they study at home? 

5. Question the pupils on the difficulties they encounter in 
studying at home. What were your own experiences as a child ? 

6. Why may not better results be had through home study, 
with shorter hours at school, than with no home work and forty 
pupils per class as indicated? 

7. Consider fully the question of individual instruction. 
Just what do you understand by individual teaching? 

: 27 



8. What are the economic advantages of working with 
individuals ? 

9. In pubHc or State schools, what are chief barriers to 
such teaching? 

10. Talk with the parents ito ascertain their views on the 
subject of study at home. What opinions do they give on value 
of the work proposed? 

11. Is the parent generally concerned that the boy at home 
do a particular thing, or keep busy? 

12. Has the ability of the teacher been overestimated? Do 
your associates meet the demands imposed? Do you? 

13. Do you ever refuse to accept the aiiszver or statement 
submitted from the home because the method is hot that of the 
school ? Why ? 

14. Substitute a "study-recitation" for a regular recitation 
period and watch your class work. Question them on their man- 
ner of going about the lesson. Discuss this whole question with 
a group of teachers. How do they proceed to study ? 

FIFTH DAY. 

Chapter IX — Thk Recitation Process. 

1. How does the statement regarding method and subject- 
matter compare with a previous discussion? 

2. Turn to p. 88 for comparison on question of local con- 
ditions vs. course of study. Do you find mention of this matter 
elsewhere? Consider the extent to which environment has in-, 
fluenced the arrangement of your course of study. 

3. What condition here suggested implies individual in- 
struction? 

4. In what particular lesson or subject do you adhere most 
closely to your text? Why is this? Has this always been the 
case? What relation does your knowledge of the subject, your 
preparation of the lesson, or your liking for the particular work 
bear to this question? Use your book less in class and note 
results. 

28 



5- Would former teachers, now engaged in some other pro- 
fession or business, make the most effective "board members"? 

6. Do you agree with the substance of paragraph one, page 
202? Refer to question 2, chapter VIII. 

7. Would a proper arrangement of material in a text book 
guarantee the necessary emotional sequence? State the condi- 
tions that arise here. 

8. Refer to question 4 above in considering the use to be 
made of the text. 

9. In preparing lessons from various sources to meet your 
local conditions, do you revise these or use them constantly? 

10. Note the chief barrier confronting you in attempting 
to prepare each lesson carefully. Ask your associates to do the 
same. Take up with them as a subject of serious discussion how 
each individual teacher has succeeded in overcoming one or an- 
other of these barriers. Follow up this plan of comparing notes. 

11. Change your methods of assignment and note results. 
What is the relation of a rational assignment to the teacher's 
preparation ? 

12. Call upon class members for an assignment. What do 
you learn from this? 

13. Consider paragraph one, page 207. Turn to page 138 
and compare. 

14. How do you develop in yourself an ability for study? 
In your pupils? Recall qestion 14, chapter VIII. 

15. What suggestions here looking toward the development 
of individuality and clear thought of pupils? Pupils should work 
out their own salvation. Analyze this statement, 

16. Note the idea offered by Professor Wendell. (209) 
Is this in accord with your findings in the chapter on interest ? 

17. The teacher should impart to a class information not 
found in the text. Bring out the various implications of this 
statement. 

18. Does the study-recitation imply less or more of the 
teacher's time? 

29 



19- When your pupils appear "dull" or tired, ask a few 
quick, direct questions and note results. 

20. Study yourself to ascertain if you repeat the answers 
given, have a stereotyped manner of asking questions or a reg- 
ular form of reply. 

21. Allow a student so inclined to lead away from the les- 
son, and then bring him to see that the class and yourself thor- 
oughly understand him. Would you always use this method? 

22. When in doubt yourself, have }'ou ever requested the 
class to "look that up for tomorrow?" Consider this. 

23. Consider the advantages and disadvantages of allowing 
the class to take sides in the consideration of a question. Argu- 
ment is dangerous. 

24. Study the pupils to ascertain those most needing praise. 
Are children naturally jealous, or generous of one another? 

25. Are examinations and tests more or less in vogue now 
than formerly? 

Chapte:r X — Training, Professionai. Growth and Recom- 
pense OE THE Teacher. 

1. Of the successful teachers whom you know, how many 
are normal graduates? 

2. What was 3^our experience in your study of psychology? 

3. Of the successful business and professional men of your 
acquaintance, how many had no preliminary training? 

4. Make a list of the books on education and teaching you 
have read. Compare this list with those in the text under the 
head "Consult". 

5. Study the man who is really successful in teaching or 
in business. How are his associates "picked"? 

^ 6. What are the chief obstacles in the way of a teacher 
assuming a wide range of interests? Do elementary or high 
school teachers have most opportunity here? 

30 



7- The three matters of greatest import before teachers 
today are: (a) Moral Instruction; (b) The Physical Needs; 
(c) Industrial Education. Refresh your mind with your previous 
considerations of these topics. 

8. Note how readily the improvement of buildings and 
grounds, and the decoration of the room, add to the aesthetic 
feeling and make for culture. 

9. Endeavor to determine the lines of your greatest benefit 
from work suggested. 

10. Add to the list of qualities enumerated such others as 
you believe teachers should possess. 

11. In what degree do the teachers of your acquaintance 
possess the above? Do these qualities seem to accompany one 
another in the make-up of individuals, or do you find that where 
one is developed the others are less prominent? 

12. Note the points in the book, and those that have grown 
out of the discussions, that are most helpful to you in your work. 

13. Note your problems and perplexities for which you 
find in the book no suggestion for solution. 

14. After careful consideration make a statement of the 
subject you most desire to have treated. 

15. Write the author briefly and to the point on 12, 13 
and 14. 



31 



ARITHMETIC 

(By Sidney Pickens, Batesville.) 

In this work, it is suggested that attention be given to 
methods of teaching rather than to the subject-matter of arith- 
metic. It is also suggested, however, that written work be re- 
quired of the teachers each day. 

FIRST DAY. 

(i) Primary Work — 

Teaching numbers; counting; use' of objects; writing num- 
' bers ; neatness. 

•Emphasize accuracy, neatness, and rapidity, in the order 
named, in all work in arithmetic. 

(2) Fundamental Operations. 

1. Addition — Show how to teach it; how to develop 
rapidity, 

2. Subtraction — Explain ''borrowing and paying back". 

3. Multiplication — A short process of addition. 

4. Division — A short process of subtraction. 

(3) Necessity of Drill. 

Many pupils have trouble with arithmetic simply from a 
lack of drill in the fundamental operations. Give, many 
examples involving each process; involving combinations 
of all four processes. 

(4) Teach to read problems intelligently; to decide what is 
given; what required; process of solution. Allow no aim- 
less "figuring". Require oral and written analyses. 

32 



. SECOND DAY. 

( 1 ) Factoring. 

H, C. F. ; L. C. M. Show why necessary to teach; how to 
teach. 

Find the H. C. F. of 231 and 660. Find the L. C. M. of 
66, ^^2 and iii. 

(2) Fractions. 

1. Common — Kinds; terms; relation to division. 

(a) Addition, subtraction, multipHcation, division. 

(b) Use of ^'s, ^'s, ^'s, J^'s, etc.; practical prob- 
V lems. Analysis. 

2. Decimals — Method of teaching; "pointing off"; practical 
problems. 

If fractions are thoroughly taught, no trouble will be had 
with percentage and its applications. 

THIRD DAY. 

( 1 ) Ratio and Proportion. 

Relation of ratio to division and fractions. N'ature of a 
proportion ; terms ; find any term, if three be given. 
Solve : 

If a block of marble weighs 6930 lbs., and is 7 feet long, 
3 feet wide, and 2 feet thick, what will a block 10 feet 
long, 4 feet wide, and 3 feet thick weigh? 
Compare with analysis. 

(2) Denominate Numbers. 

Teach tables objectively when possible. Reduction, addi- 
tion, subtraction, multipHcation, division. Same principles 
as in dealing with ordinary numbers.- 

FOURTH DAY. 

T^ Percentage. Terms. Any two given, to find third. Rela- 
tion of percentage to fractions. 

33 



(g) Applications. Practical examples in profit and loss, com- 
mission and brokerage, trade discount, insurance, taxes. 
Require carefully written solutions. 

(3) Interest. Time. Give practical work in simple, annual, and 
compound interest, and partial payments. 

(4) Discount — Bank and True. 

Find 45% of $840. If 20% of my money is lost and I have 
$75 left, how much had I at first? If an orchard had 340 
trees in it and 17 of them died, what per cent was left? 
If it cost $40 to produce a bale of cotton that sells for 
$52.50, what is the rate of profit? 

- ^ j^ 
What is the difiference between the simple, annual, and com- 
pound interest of $300 for 3 years 9 months at 8% ? 

Write a promissory note due 90 days from date and draw- 
ing interest at 8%. Discount it the day it is dated at 10%. 
Proceeds? Write a promissory note, make three indorse- 
ments. Find amount due. 

FIFTH DAY. 
(i) Practical Measurements. 
Areas and dimensions of : 

1. Rectangles, parallelograms. 

2. Triangles, trapezoids. 

3. Circles. 

(2) Plastering, painting, carpeting, papering. Measuring 
wood, lumber. Capacity of bins, cisterns, etc. 

How many feet of lumber in a piece of timber 18 feet long, 
I foot 3 inches wide, and 5 inches thick ? 

How many gallons will a cistern 20 feet deep and 8 feet in 
diameter hold? . 

Find the cost of a carpet 27 inches wide, at $1.60 per lineal 
yard, for a room 15 feet long and 13 ^ feet wide, if the 
strips run lengthwise. Find the cost, if the strips run 
across the room. 

34 



The special attention of the Teachers of Arkansas 
is directed to the following Outline and Manual for 
Elementary Agriculture. The University of Arkansas 
and Professor Wilson have rendered a signal service in 
placing this Outline in the hands of the Teachers. A 
careful study of the same and its frequent use for ref- 
erence and guidance will aid greatly in making the 
teaching of Elementary Agriculture, as required by the 
statutes of Arkansas, of practical use to the students 
and an inspiration for more practical work in the other 
studies. Sincerely, 

GEO. B. COOK, 
State Superintendent of Public Instruction. 

AGRICULTURE 

LABORATORY MANUAL FOR ELEMENTARY 
AGRICULTURE. 

(Arranged by J. M. Wilson.) 
Professor Ag-ricultural Extension, University of Arkansas. 

PURPOSE OF THESE EXERCISES. 

There is a growing demand in the State for some kind of out- 
line or manual for the use of the teachers who are engaged in 
giving instruction in agriculture in the public schools of the 
State. To meet this demand this brief manual has been prepared. 

These exercises are to be used in connection with some 
standard text book. They should be prepared in advance on 
each lesson, and the exercises used should be based on the day's 
lesson. 

The exercises have been selected from different authors and 
Government experts on agricultural education, and are made as 
simple as possible. 

Knowing that most of the schools will be without laboratory 
facilities, we have used exercises that will require nothing but 
the simplest apparatus. Most of them can be performed with 
little or no expense, 

35 



In high schools where chemistry or physics laboratories are 
maintained, much apparatus used in these sciences can be used in 
experiments in agriculture, and many more complicated experi- 
ments can be performed. 

It is our purpose at some later date, if there is a demand for 
it, to prepare a complete manual, including many other experi- 
ments based upon principles brought out in the study of agri- 
culture. 

SOILS. 

Material needed, one bushel each of sand, clay, leaf mold, 
garden loam and gravel. 

Bxperiment J. — Light and Heavy Soils. Clay is called a 
heavy soil and sand a light soil. Does this refer to the weight 
of the soils? Weigh a quart of dry, finely pulverized packed 
clay and a quart of dry, packed sand. Which is heavier? Light 
and heavy as applied to soils are terms which refer tp the ease 
or difficulty with which they can be plowed or cultivated. 

Bxperiment No. 2. — Porosity. The capacity of soils to take 
in rainfall. Break the bottom ofif five long-necked bottles, tie a 
small piece of cheese cloth or thin muslin over the mouth of each 
and arrange them in a rack with a glass tumbler under each. 
Fill the bottles to about the same height with different kinds of 
soil, gravel in one, sand in another, etc., and firm the soils by 
lifting the rack and jarring it down moderately three or four 
times. Now, with watch or clock in hand, and with a glass of 
water held as near as possible to the soil, pour into one of the 
bottles just rapidly enough to keep the surface of the soil cov- 
ered and note how long before it begins dropping into the tumbler 
below. Make a record of the time. Do likewise with each of 
the other bottles and compare results. Which soil takes in water 
most rapidly? Which is the most porous? Repeat the experi- 
ment with one of the soils, packing the soil tightly in one of the 
bottles and leaving it loose in the other. What is the effect of 
packing? Does this have any bearing on farm practice? Which 
soil has the greatest capacity to hold moisture or water? This 
can be determined from the above experiment by emptying and 
replacing each tumbler as soon as all free water has disappeared 
from the upper surface of the soil above it. After water has 

36 



ceased dripping from all the bottles, measure and compare the 
water in each tumbler. Which soil continued dripping longest? 
Which would drain most rapidly? 

Which soil would store up the greatest amount of moisture? 
This can be determined from the same experiment by weighing 
each bottle before and after filling it with dry soil, and again 
after the water has entirely ceased dripping from it. The differ- 
ence between weight of the dry soil and that of the wet soil is 
the weight of the water stored. During the time that the bottles 
are dripping, which may take several days, they should be cov- 
ered to prevent evaporation from the surface of the soils. Make 
other applications in a practical way of the principles brought out 
in this exercise. 

Bxperiment ISTo. 5 — Capillarty. The power of soils to take up 
moisture from below. 

Arrange four or five student lamp chimneys in a rack with 
small ends down. Underneath the chimneys place a small pan 
capable of holding about one and one-half inches of water. Over 
the small ends of the chimneys tie cheese cloth or thin muslin. 
Fill each with a dififerent kind of dry soil. Pour water into the 
pan beneath until it stands about one-half inch above the lower 
ends of the chimneys, then observe the rise of water in the dif- 
ferent soils. Make notes on the height to which the water rises 
and on the time it takes. In which soil does the water rise most 
rapidly; in which to the greatest height? Which soil draws up 
the greatest amount of water? How can this be determined? 
Which soil would dry out the soonest ? Which would be able to 
bring moisture from the greatest depth? The power of soils to 
raise water from below is called capillarity. It is an important 
function, for by it plants are able to get moisture and plant food 
from the subsoil in times of drouth. If chimneys are not to be 
had, this experiment can be performed by the use of long-necked 
bottles. If more accurate tests in capillarity are desired it will 
be necessary to procure a series of glass tubes at least 3 feet 
long, for in some cases water will rise to that height or even 
higher. 

Bxperiment No. 4 — Puddling. Some soils if cultivated im- 
mediately after a heavy rain will puddle ; that is, pack so closely 
that when they dry out they bake into a hard, almost im- 
penetrable condition. 

37 



Fill four tomato cans half full, one with sand, another with 
clay, another with loam, and another with peat. Add water and 
stir until the soils are about the consistency of paste. Set them 
aside for ten or fifteen minutes. Pour off all the free water and 
stir again. Set them in the sunlight and allow them to dry 
thoroughly or better set them over a slow fire for several hours. 
Which soils bake? Which could be more easily stirred? Culti- 
vated after drying? In farm practice, which could be worked 
soonest after a rain without danger of puddling? Which could 
be worked earliest in spring? 

Hxperiment No. 5 — Free Moisture in Soils. Take four 
slender baking powder cans of the same size, with tops and bot- 
toms removed, and tie over one end of each a piece of cloth such 
as thin muslin or cheese cloth. Fill one can to within an inch of 
the top with coarse dry sand, another with dry loam, the third 
with dry pulverized clay and the fourth with dry muck or leaf 
mold mixed with sand. Weigh the soils before putting them into 
the cans, in order to have a record of the weights for use in the 
next experiment. If any of the soils contain pebbles or clods, 
these should be removed by sifting. Set the cans where they can 
drain readily into separate vessels ; then pour water slowly into 
each can until it begins to drop from the bottom, using care not 
to have any water stand on the surface of the soils when drip- 
ping begins. Allow the cans to stand until all drip has ceased. 
Measure or weigh the drainage from each one. This is free 
water, the water which would be removed from the soils by 
thorough drainage. From which soil was the greatest amount of 
drainage collected? Does the amount of drainage water appear 
to have any relation to the fineness of soil? Which soil drained 
the most rapidly? Do soils underlain with sand need under- 
draining as a rule? 

Experiment No. 6 — Hygroscopic Moisture in Soils. The 
presence of hygroscopic or film moisture in soils may be demon- 
strated by spreading out and air-drying thoroughly one of the 
soil samples used in the preceding exercises ; then putting a 
small portion of it into a test tube and heating it to a high tem- 
perature. If any moisture condenses on the inside of the tube 
it is hygroscopic or film moisture from the soil. Or weigh 10 
grams of air-dry soil, put it in an iron spoon, heat it red hot, 
and again weigh it. From the weights before and after heating 
determine the film moisture. 

38 



Bxperimejit No. / — Tlie Inlineiice of Tillage and Mulches on 
the Retention of Moisture in Soils. Fill four lamp chimneys, 
prepared as before, in the rack or four 12-inch lengths of 4-inch 
down spouting or conductor pipe prepared in a similar manner, 
with fine garden loam to within 2 inches of the top. Immerse 
these tubes for a few seconds in water. Cover the surface of the 
soil in one tube with i^ inches of the same kind of soil and 
pack it down. Cover another with i]/^ inches of the same kind 
of soil, and keep it loose by stirring from time to time. Cover 
another with the same amount of soil in the form of road dust, 
and another with i^^ inches of chaff or finely cut straw. Sus- 
pend the tubes where drainage will be free and where all will be 
subject to the same conditions as to sunlight and currents of air. 
Weigh them morning and evening for three or four days. Which 
tube lost moisture most rapidly? Which most slowly? What is 
the conclusion as to the influence of cultivation or mulches upon 
the retention of moisture in the soil ? Is the destruction of weeds 
the only object sought in cultivating crops? 

Bxperiment No. 8 — The Influence of Tillage and Mulches. 
This can also be shown by the use of loaf and powdered sugar. 
Take a cube of loaf sugar insert in a- saucer of ink or coffee (or 
any colored fluid will do), see how rapidly the fluid rises. Take 
another cube and put a layer of powdered sugar on top and in- 
sert it in the same way. Does the fluid go through the powdered 
sugar ? How long does it take for the first cube to be fully sat- 
urated? The second cube with the powdered sugar on top? 

■ Bxperiment No. p — To Show the Bffect of Plowing Down 
Manures and Clods. Fill three chimneys or tin cylinders as in 
experiment 7 three-fourths full of fine dry soil. On top of 
this soil in one chimney, pack one inch of well-rotted straw or 
manure, on another one inch of finely cut, dry straw, and on the 
other one inch of hard clay broken into pieces about the size of 
large peas. Fill the chimneys with more fine dry soil, and set 
them in a pan containing half an inch or so of water. Keep 
water in the pan all the time. Note the rise of water in chimneys. 
Docs it pass through the dry straw or clods as quickly as it does 
through the rotted material? The straw and rotted manure rep- 
resent material plowed under and lying in the bottom of the fur- 
row, and the clods represent a hard-baked surface plowed under 
The soil on top represents the furrow shce. Apply this experi- 

39 



ment to farm practice. In which do you think a crop would 
suffer least from dry weather? When should strawy manure be 
plowed under, spring or autumn? When hard-baked clay? 
Why? 

Experiment No. lo — Influence of Drainage Upon Plant 
Growth. The influence of drainage upon plant growth can be 
shown by planting corn, beans, or almost any seed in the same kind 
of soil in two tomato cans, one with holes punched in the bottom 
and the other without. Apply the same amount of water to each 
can from day to day, and observe the condition of the plants for 
two or three weeks. As soon as any marked difference in favor 
of the drained soil is manifested in the condition of the growing 
plants, seal the holes in the bottom of the drained can with para- 
fm or wax, and punch holes in the bottom of the other can. Con- 
tinue to appply water as before and note any change that occurs. 
Flower pots may be used. 

Experiment No. ii — To Show That Soil is Carried by 
Water. Weigh a glass fruit jar and collect in it the clouded or 
muddy water after a rain from a gully or stream. Allow it to 
settle until clear. Weigh again ; then carefully pour off the water 
and calculate the per cent of sediment. 

Experiment No. 12 — To Show the Assorting Pozver of 
Water. The assorting power of water may be illustrated by: (a) 
placing a mixture of rock, gravel sand, clay and garden loam in 
large jar and nearly fill with water, (b) Now thoroughly stir 
the mixture and allow to settle, (c) Observe the arrangements 
of the sediments. Where are the largest particles found? 
Smallest ? Let the student calculate the area of the exposed sur- 
face of a cubic foot of rock before and after being broken up 
into cubic inches. Which soil will have the power of absorbing 
water, the large or small particles? 

Experiment No. 13 — Capillarity. (a) Procure a set of 
capillary tubes, four or five tubes, varying in diameter from a 
hair tube to one-fourth inch in diameter, (b) Half fill a beaker, 
or tumbler, with water colored with red ink. (c) Jn a piece of 
pastboard punch several holes corresponding in size and number 
to the tubes used ; thrust the tubes through the holes to three- 
fourths the distance, below, of the height of the beaker. Now, 
cover the beaker with this pasteboard, allowing the tubes to ex- 

40 



tend down into the colored liquid, (d) Note the height to which 
the liquid rises in each tube. In which the highest? 

Experiment No. 14 — Drainage, (a) Take two 8-inch 
flower pots or cans, holes in one. Label them i and 2, respect- 
ively. In No. I, pour a sufficient amount of melted parafin in the 
bottom to plug up the hole, so that no air may pass in, and no 
water pass out through the bottom of the pot. In the bottom of 
No. 2, place a layer about an inch in depth of stones or pieces of 
broken pottery, (b) Nearly fill each pot or can with a mixture 
of three-fourths good soil, thoroughly pulverized, and one-fourth 
sand, (c) Place in each pot a young, healthy plant of the same 
size and kind, (d) Novv^ carefully sprinkle each with water 
until the soil is saturated, (e) After a day or two, put these 
pots in a sunny window, (f) Every two or three days note the 
temperature, and the condition of the soil and of the plants in 
each pot. In which pot does the water percolate through the soil 
the more rapidly? If each of these conditions of soil moisture 
was found in separate fields, which field would be more apt to 
be flooded in time of heavy rains? In which could air penetrate 
more readily? In which vv^ould the temperature be higher? (g) 
At regular intervals, say every two or three days, apply equal 
quantities of water to each of these pots or cans, (h) In about 
five or six weeks remove the soil, plant and all, and note the depth 
to which the roots have penetrated. In which have they gone 
the deeper, the drained or the undrained soil? If these condi- 
tions of soil moisture existed in the open field in early spring and 
were followed by a drought, how would these root systems com- 
pare in aiding the plant to withstand it? In nature, when these 
root systems die, how would they compare in affecting the po- 
rosity of the soil ? How would such soils effect the nitrogen-fix- 
ing bacteria? How would the work of earth worms, grubs, and 
other burrowing animals compare in these two soils? 

PLANT PRODUCTION. 

Experiment No. 15 — Development of Young Plants Prom 
Seeds. The development of young plants from seeds may be ob- 
served very nicely by plainting seeds against the sides in tall 
bottles or in a box with glass sides. Suppose, for example, that 
you put an inch of soil in the bottom of the box and then put 
a kernel of corn on top of the soil close to the glass at the one 

41 



end of the box and a bean at the other end of the box. Then 
put in another inch of soil, another kernel of corn, another bean 
and perhaps also a clover seed near the glass in the middle of 
the box. Continue in this way until the box is filled. Water the 
soil thoroughly, cover the glass sides of the box with black cloth 
or paper to exclude the light, and set it aside to allow the seeds 
to germinate. You will doubtless find that some very large seeds 
will germinate and send leaves to the surface from a depth of 
five or six inches in a light, sandy soil, but that this depth is 
not so favorable for their development as a depth of two or three 
inches. Try to find the best depth for planting a few large seeds 
and a few small seeds like radishes, clover, lettuce, etc. Plant- 
ing seeds against the sides of the glass in this way will enable 
you and the pupils to examine them from time to time and see 
what becomes of those which do not reach the surface. 

Experiment No. i6 — To Shozv That Young Plants Get Food 
Prom Seeds. Much of the food of very young plants comes from 
the seeds to which they are attached. To prove this, plant two 
beans in a tin can containing sandy soil ; water and keep in a warm 
place with plenty of light. Soon after the beans push above ground, 
take a sharp pointed knife and carefully cut ofif the two half 
beans or cotyledons without injuring the rest of the plant. Allow 
the plants to grow for a week or two and note the more rapid 
development of the plant to which the cotyledons are attached 
Have the students try similar experiments at home with squash 
seeds or Lima beans. 

Bxperiment No. ly — To Shozv That Plants Absorb Mois- 
ture From Soil. Take two one quart cans as near alike as you can 
get them and punch holes in the bottom for drainage. Secure 
enough garden soil to fill both cans, mix it thoroughly, and sift it 
to remove pebbles and clods. Fill both cans level full of loose soil, 
which should then be packed by jarring each can three times on 
the table or floor. It is important to have the soils packed alike 
in both cans. Weigh the filled cans, and if one is heavier than 
the other, take out enough soil to bring them both to the same 
weight. Plant five or six kernels of corn in one can, water both 
cans alike, and set them aside to grow. Whenever water is 
applied to the cans containing corn, an equal amount should be 
applied to the other can in order to keep both soils in about the 
same physical shape. When the corn is three or four inches. 

42 



high, wet both soils thoroughly, allow the cans to stand until the 
water ceases to drip from the bottom, weigh them, and record 
their weights separately. Set both cans in a warm, light place 
where the corn will continue to grow rapidly. Weigh the cans 
twice in the following day, morning and afternoon, and record 
the weights. Keep this up for three or four days, or until the 
corn begins to suffer from lack of moisture. Water again and 
continue as before. You will probably find that the can contain- 
ing the growing plants loses moisture much more rapidly than 
the other. Why? Compute the difference. As the corn in- 
creases in size, does it use more or less water? How is the corn 
affected when the soil becomes too dry? What does it mean 
when corn in the fields "rolls" or "curls ?" 

Experiment No. i8 — How Roots Absorb Moisture — Ma- 
terials. Procure a wide-mouthed bottle, an tgg, a glass tube, 
three or four inches long and about a quarter of an inch in di- 
ameter, a candle, and a piece of wire about five inches long. Re- 
move a part of the shell from the large end of the tgg without 
breaking the skin beneath. This is easily done by gently tapping 
the shell until it is full of small cracks and then picking off the 
small pieces. In this way take the shell a space about one-half 
inch in diameter. Remove the shell from the small end over a 
space as large as the diameter of the glass tube. Next cut from 
the lower end of the candle a piece about one-half inch long; 
bore a hole in this just the size of the glass tube. Now soften 
one end of this piece of candle and then stick it onto the small 
end of the tgg so that the hole in the candle comes over the hole 
in the shell. Heat the wire and with it solder the piece of candle 
more firmly to the egg, making a water-tight joint. Place the 
glass tube in the hole in the candle and run the wire through the 
tube and break the skin of the egg just under the end of the 
tube. Then fill the bottle with water until it overflows, and set 
the tgg on the bottle. In an hour or so the white of the egg will 
be seen rising in the glass tube, because the water is making its 
way by osmosis into the egg through the skin, which has no 
opening so far as can be determined with the most powerful 
microscopes. In this way, water ladened with plant food enters 
the slender root hairs of plants. This process of osmosis may 
also be shown as follows : Remove the shell from the large end 
of an egg without breaking the skin, break a hole in the small 

43 



end of the egg and empty the shell, rinse it out with water, fill 
the bottle with colored water, fill the egg partly full of clear 
water, and set it on the bottle of colored water. Colored water 
will gradually pass up into the egg and color the water that is 
there. 

Experiment No. ip — To Shoiv That Plants Give Off 
Moisture. Take a plant that is well started in a tomato can or 
flower pot, a piece of cardboard, and a glass tumbler or jar large 
enough to cover the plant. Cut a slit in the card board and draw 
it around the plant. Seal the slit with pitch, wax or tallow so 
that no moisture can come up through it from below; cover the 
plant with the glass and set it in a warm, sunny place. Mois- 
ture will condense on the inner surface of the glass. Where does 
it come from? Is all the moisture absorbed by the roots given 
off in this way. How can you find out? Why do plants need 
water ? 

Bxperiment No. 20 — Circulation of Water in Plants. To 
show that water and whatever substance it holds in solution 
circulate to all parts of the plant, fill a tumbler about one- 
third full of lukewarm water colored with a few drops of red ink 
Oir some other brilliant coloring matter, and place in the colored 
water the freshly cut stems of white carnations, white roses or 
other white flowers or the twigs of trees with young leaves on, 
or almost any soft green plant. Be sure that they are fresh. In 
a short time the colored water will rise through the stems of 
twig and may be seen distributed in vein-like patterns, through 
the leaves or through the petals of the flowers. Hold the leaves 
up to the light and the coloring matter can be seen clearly. In 
this manner the stem of the plant carries food in solution, which 
has been absorbed by the roots. 

Bxperiment No. 21 — Propagation Bed. Prepare a box three 
to five inches deep, three or four feet wide and any length to fit 
window, or have each student make a box two feet long, one foot 
wide and three inches deep. This can be used for seed testing 
or cuttings. Fill about two-thirds full with clean sand. 

Experiment No. 22 — Seed Testing. Take any kind of seed, 
if small count about 100, if large like corn, use 10 grains. Plant 
in a row across box, water and keep in warm place. How many 
germinate? Do those that germinate look strong and healthy? 

44 



In testing individual ears of corn, number the ear and the row 
so as to know which ear will germinate. 

B.vperiment No. 2j — Propagation of Plants. Make ten cut- 
tings, illustrating the different ways : Soft woo'd, hard wood and 
leaf. Get material and make several grafts both tongue and 
whip or cleft. Practice until you are able to make good grafts. 
Next put in a number of buds. If material is at hand, have class 
to propagate rose, blackberry and raspberry by layering. In the 
budding and grafting, the principles may be shown with most any 
kind of branch. Better made in spring or early fall. 

(Instructor should illustrate here.) 

B.vperiment No. 24. 



SCORE CARD FOR CORN. 



Perfect score 100 

Trueness of type 10 

Shape of ear 10 

Purity in cob 5 

Purity in grain 5 

Vitality, or seed condition. ... 10 

Tips 5 

Butts ■ 5 

Uniformity of grains 10 

Shape of grains 5 

Length of ear 10 

Circumference of ear 5 

Furrows between rows 5 

Space between tip of grain at cob, 5 
Proportion of grains to cob. . . 10 


I. 


2. 


3- 


4- 


5- 

• • 


6. 


7- 


8. 


9- 


10 

• • 



Explanation of score card : 

1. Trueness to type. The ten ears in the sample should 
possess similar or like characteristics, and should be true to the 
variety which they represent. 

2. Shape of Ear. The shape of the ear should conform to 
the variety type. Ear should be full and strong in the central 
portion and not taper too rapidly toward the tip. 

45 



3. Purity, (a) In grain. Color of grain should be true to 
variety and free from mixture. For one or two mixed grains, a 
cut of one-fourth point; for more than four mixed grains, a cut 
of one-half point should be made. Difference in shape of color 
nmst be scored according to variety characteristics, (b) In cob. 
An ear with white cob in yellow maize or red cob in white maize 
should be disqualified or marked zero. This mixture reduces 
the value of the maize for seed purposes, indicates lack of purity, 
and tends toward a too wide variation in time of maturity, size 
and shape of grains. 

4. Vitality or seed condition. Maize should be in good 
seed condition, being capable of producing strong, vigorous 
growth and yield. 

5-6. Tips. The form of tip should be regular ; grains near 
tip should be of regular shape and size. The proportion of tip 
covered or filled must be considered. ' Long-pointed tips as well 
as short flattened or double tips are objectionable. Butts: The 
rows of grains should extend in regular order over the butt, 
leaving a deep depression when the shank is removed. Open and 
swelled butts depressed and flat butts, with flattened glazed 
grains, are objectionable and must be cut according to the judg- 
ment of the scorer. 

7. Grains, (a) Uniformity; (b) Shape of. The grains 
should be uniform in shape and size, making it possible to secure 
uniformity in dropping with the planter, and consequently a good 
stand. The grains should also be not only uniform on individual 
ear, but uniform in color and true to variety type. The grains 
should be so shaped that their edges touch from tip to crown. 

8. Length of Ear. The length of ear varies according to 
variety and type; also, the characteristics sought for by indi- 
vidual breeders. Uniformity in length is to be sought for in 
sample, and a sample having an even length of ears should score 
higher than one that varies, even if it be within the limits. In- 
structor will set limits for length of ears of sample according to 
variety, allowing a variation of one inch. The sum of the ex- 
cesses and deficiencies in inches shall constitute a cut in points. 

9. Circumference of ear. The circumference of the ear will 
vary according to the variety and the latitude. The circumfer- 
ence of the ear should be in symmetry with its length. An ear too 

46 



great in circumference for its length is generally slow in ma- 
turity, and too frequently results in soft maize. Instructor will 
set limits for circumference of ears of sainple according to va- 
riety, allowing a variation of one-half inch. The sum of the ex- 
cesses and deficiencies in inches shall constitute a cut of points. 
Measure the circumference at one-third the distance from the butt 
to the tip of the ear. . 

ID. Furrows between rows. The furrows between the rows 
of grains should be of sufficient size to permit the grain to dry 
out readily, but not so large as to lose in proportion of grain to 
cob. (b) Space between tips and grains at cob. This is ob- 
jectionable, as it indicates immaturity, weak constitution and poor 
feeding value. 

II. Proportion of grain to cob. The proportion of grain is 
determined by weight. Depth of grains, size of cob, all affect 
the proportion. In determining the proportion of grain to cob, 
weigh and shell every alternate ear in -the exhibit. Weigh the 
grain and subtract from weight of ears, giving weight of grain ; 
divide the weight of the grain by the total weight of ears, which 
will give the per cent of grain. Per cent of grain should be from 
86 to Sy. For each per cent short of standard, a cut of one and 
one-half points should be made. 

Experiment No. 2j — Depth to Plant Corn. Material, corn 
and box of soil, or a garden. Plant ten kernels of corn at each 
of the following depths ; one, two, four and six inches. How 
many days does it take for the coirn to come up in each case? 
Which plants are most vigorous? After it has grown three 
weeks, take it up and make drawings of the roots in each case. 
At what depth have the permanent roots appeared? Has the 
depth of planting influenced this? 

LIVE STOCK AND DAIRYING. 

Experiment No. 26. Make a drawing of different types of 
horses as found in bulletins, and text books. 

Experiment No. 2/. Same for cattle. 

Experiment No. 28. Make drawing of beef animals show- 
ing different cuts. (Illustration may be found in any standard 
text book or farm bulletin No. 71.) 

47 



Experiment No. 2p — Babcock Test — Materials. A hand- 
power centrifugal tester, at least two nuilk bottles, one pipette to 
measure the milk, and acid measure, about one pint of sulphuric 
acid with specific gravity between 1.82 and 1.83, a few ounces of 
milk, and some hot water. All the apparatus necessary can be 
purchased from any dairy supply company for about $4.50 to 
$5.00. Sampling the milk. In order to get a fair sample from 
one cow, take the milk at night, mix thoroughly and take one 
quart. Do the same thing with morning's milk. Mix the two 
quarts thoroughly and take about one pint of this mixture for 
sample. The milk should be neither very warm nor very cold. 
Place the small end of the pipette at the center of the milk and 
suck the milk up above the 17.6 cc. mark. Quickly put the finger 
over the upper end of the pipette, and by releasing the pressure 
allow the milk to run out until its upper surface is even with 
17.6 cc. mark when the pipette is held straight up and down. 
Place the point of the pipette a short distance into the neck of 
the test bottle, holding it against the glass, and with both pipette 
and bottle at an angle. Remove the finger to allow the milk to 
flow into the bottle. Be sure to get every drop of the milk, tak- 
ing care to drain the pipette and to blow the last drop into the 
bottle. A little practice should make any one proficient with the 
pipette. It is best always to make this test in duplicate ; hence two 
bottles are needed for each lot of milk. Using the acid. The 
acid is very strong and must be handled with care. If any gets 
on the face, hands or clothing, it should be washed off quickly, 
and water* should always be ready for this purpose. Do not leave 
the acid where young children can get it. After all the samples 
Oif milk to be tested have been measured, the acid should be added. 
Fill the acid measure to the 17.5 cc. mark with acid that is 
neither very hot nor cold. Pour this into the bottle with the milk, 
holding the bottle in a slanting position. The acid will then carry 
down the milk left in the neck and follow the glass surface to 
the bottom of the bottle and form a layer under the milk. Hold 
the bottles by the neck and give it a circular motion for a few 
minutes, mixing the milk and the acid until no milk or clear acid 
is visible. By this time the contents will be dark-colored and hot. 
This change is due to the acid dissolving all the solid constituents 
of the milk except the fat, which it does not afifect. Whirling 
the bottles. The bottles are whirled to separate the fat so that it 
can be measured. They should be hot when whirled. If neces- 

48 



sary, they may be heated by standing in hot water before being 
put into the machine. A steam machine is easily kept hot when 
in use. Another means of keeping the bottles hot is to place very 
hot water in the test bottle containers in the machine. This water 
will then surround the bottle while they are being whirled. Place 
the bottles in the machine so that each one will have another 
directly opposite, to keep the machine in balance. Whirl the 
bottles five minutes at the proper speed for the machine in use, 
Then stop it, and with the pipette or other convenient means, add 
hot water to each bottle until the contents come up to the bottom 
of the neck. Whirl two minutes. Add hot water enough to 
bring the top of the fat nearly to the top of the graduations on 
the neck of the bottles. Whirl one minute. The fat should then 
form a clear column in the neck of the bottle. Reading the per- 
centage. — Keep the fat warm so that it will be in a fluid condi- 
tion. Hold the bottle by the upper end of the neck, letting it 
hang in a perpendicular position, on the level with the eye. Read 
the mark or graduations at the extreme top and bottom of the 
fat column. The difference between these is the percentage of 
fat in the milk. Most test bottles are made to read as high as 
lo per cent. Each percentage has its number marked on the glass 
and there are five small spaces, each representing .2 per cent 
between tliese principle marks. Thus, if the top of the fat col- 
umn is even with the third short mark above the 7 mark, the top 
reading would be 7.6 ; and if the bottom is half-way between the 
first and second short marks above the 3 mark, the bottom would 
be 3.3 ; the difference is 4.3, which is the percentage of fat or 
number of pounds of fat in 100 pounds of the milk test-ed. 

Notes. One cc. means one cubic centimeter, or about 20 
drops. If the fat column is clouded v/itli dark spots or specks, 
probably the acid was too strong, or too much was used, or the 
heat was too great. 

Always keep the acid bottle closed when not in use or the 
acid will lose strength. Remember that it is a poison and cor- 
rosive. Points to be especially noted in making the Babcock 
Test are as follows : 

I. Be sure to mix the sample of milk thoroughly before 
drawing it out with the. pipette, 

49 



2. When measuring- a sample of milk with the pipette, 
keep the index finger dry. 

3. When measuring a sample of milk, keep the mark on the 
pipette on a level with the eye. The same should be observed 
when reading the per cent of fat after the test is completed. 

4. Do not try to measure a sample of milk by trymg to 
draw the milk just to the mark on the pipette. Draw the milk 
above the mark, as directed. 

5. When adding milk or acid to the test bottle, slant the 
bottle. The liquid will then run down the lower inside of the 
neck of the bottle and will not be forced out by the outcoming air. 

6. Do not hold the bottle so that its mouth points toward 
yourself or any one else. The action of the acid upon the milk 
produces great heat. This heat often causes the contents of the 
bottle to spurt out violently. 

7. After adding the acid to the milk, shake the bottle thor- 
oughly until the contents become quite dark in color. 

8. After using the pipette, wash it thoroughly, preferably 
in hot water. This will tend to prevent the transmsision of dis- 
ease germs from the mouth of one person to another, should any 
such germs be present. 

9. The tester should be firmly fastened to a solid bench or 
table. 

10. The person operating the machine should give his or 
her whole attention to it, and not allow his fingers or clothing to 
get in the path of the bottle cups when the machine is in motion. 

11. Remove all objects from the vicinity of the tester. This 
will prevent their being hit by the bottle cups when the machine 
is running. 

12. If acid is spilled upon anything, pour on plenty of 
water, and then add some alkali, such as lime or baking soda, to 
neutralize the acid. 

13. Do not leave the acid bottle uncorked. 

14. Keep all glassware perfectly clean. 

50 



15- After washing- the glassware, rinse it thoroughly in 
dean water to remove soap powder. The soap powder and the 
acid form a violent chemical reaction. 

INSECTS AND DISEASES. 

Bxperiment No. jo — Bacteria and Molds. Materials — Three 
test tubes, boiled potato or fruit ; three apples, one partly decayed. 
Fill each tube about one-.third full of apple sauce or boiled potato. 
Plug each one with cotton. Set one aside. Put the other two 
into a pail of water and boil for half an hour. After boiling set 
one tube aside with the cotton undisturbed. Take the cotton 
from the third tube and leave it out for half an hour or more, 
then put it back again. Leave these for a few days and see what 
happens. Account for the difference. Is it desirable to leave 
canned fruit open a few minutes before covering after cooking? 
Why? 

Prick one of the sound apples in several places with a pin 
which has been sterilized by holding in a flame. .Put the pin into 
the rotten apple and then into the sound apple. Repeat this in 
several places. Set the two sound apples aside for a week. What 
happens? What is one value of the skin to an apple? Why 
should fruit be picked and handled with care ? 

Bxperiment No. ji — Transformations of an Insect. Bring 
in cabbage worms, caterpillars and other insects and place in jars 
in the laboratory. Feed with proper plants and watch the trans- 
formations. Make drawings of each stage in the life of at least 
one insect. For this work a terrarium is very desirable. It is a 
box with glass sides and cover that can be conveniently opened 
and closed. 

Experiment No. ^2 — Study of Grasshopper. Supply each 
student with one or two grasshoppers (or other mature insects). 
How many divisions in the body ? How many legs does it have ? 
What difference is there between the hind legs and the other 
pairs? How many wings are there? Do all insects have this 
number of wings? How are the wings folded? What 
difference between the outer and the inner pair? To what part 
of the body are the wings attached ? Thg legs ? Find the anten- 
nae (feelers). Examine the jaws. Do they move in the same 
way that yours do. If you have a compound microscope, see 
whether you can find the divisions of the compound eyes. Make 
drawings. 

51 



PENMANSHIP 

(By H. A. Woodward, Wynne.) 

FIRST DAY. 

(i) Is penmanship as well taught as other subjects in the 
average school? Shall it remain in the back ground? 

(2) Shall penmanship be sidetracked for "more important sub- 
jects" during this institute? 

(3) Discuss — 

"If you will show me how a child learns to walk, I will 
show you how he can learn to write." 

1. Conscious effort. 

2. Automatic action. 

3. Indivi-duality. 

SECOND DAY. 

Organization. 
(i) Ungraded or small schools. 

(a) How divided for work in penmanship. 

(b) Materials used and how to secure them. 

(c) Time used for writing. 

(d) May uniform exercises be given to the entire school? 
(2) First and second grades. 

(a) Material. 

(i) Blackboard, how used. 
(2) Paper, kinds. 

52 



(3) Use of slate. 

(4) Cardboard copies, 
(b) Methods. 

(i) Imitation, care in making copies. 

(2) Close inspection to correct faults, such as mak- 
ing c or 1 backwards. 

(3) ■ Value of paper cutting or use of such materials 
as toothpicks in getting forms. 

(4) Shall position be stressed in these as in higher 
grades ? 

(5) Discuss, "Writing should be of normal size from 
the beginning." 

THIRD DAY. 

(i) Is the third grade the proper place to begin the use of pen 
and ink ? 

(2) Aim. • 

(a) Perfect legibility. 

(b) Ease of execution. 

(c) Fair degree of speed. 

(d) Which should be most stressed with third grade 
pupils? 

(e) Would your practice preclude drill in movement in 
hope of earlier gaining perfection of form? 

(f) The "lawyer's hand", a result of excessive use of 
movement of form, 

(3) Need of movement drill in lower grades. 

(a) The undeveloped child. 

(b) Flabby muscles. 

(c) Concentration in embryo. 

53 



(d) Inability to sustain effort beyond a brief period. 

(e) Good handwriting unappreciated on account of being 
so remote. 

(4) First movement. 

(a) The most simple movement adapted to beginners is 
the "lateral slide". 

(b) All assume the position (arm on desk in proper posi- 
tion, the elbow stationary, hinging at the elbow, with- 
out using the wrist joint). 

(c) Swing from left to right as if brushing the desk free 
from dust, using dry pen or pencil. 

(5) Results of this movement. 

(a) The rythmic motion will please. 

(b) Attention and interest will be gained. 

(c) Will promote upright position. 

(d) Will tend to relax too tight a grip upon the penholder. 

(e) Will suggest freedom of action. 

FOURTH DAY. 

(i) Art of writing should be acquired as early as possible. 

(a) Assistance in other work. 

(b) Leaving school early. 

(2) Same essentials in lower and higher grades. 

(a) Same letters, spacing, height of letters, slope and 
relative height of parts. 

(b) Habits that will stick. 

(c) Uniformity of method in teaching. 

(d) Habits formed in one grade to be corrected in the 
next. 

(3) Discuss, "The same teacher of penmanship for all the 
grades". Would it be wise and practicable? 

54 



(4) Imitation. 

(a) Eye and muscles. 

(b) Models. 

(c) Correcting faults. 

(d) Imitating his own errors. 

(e) Tracing, 

(f) Advantage of the teacher who writes well. 

FIFTH DAY. 

(i) . Correlation in teaching penmanship. 
Discuss : 

(a) Penmanship as an element of success. 

(b) Methods of stimulating interest and ambition. 

(c) Meaningless phrases (as many men mining in a mine). 

(d) Practicing exercises relating to weakness of pupils in 
other work, 

(e) Every written exercise a lesson in penmanship. 

(f) Aid in learning to spell by using words often mis- 
spelled, such as eccentric, oscillate, symmetry, sep- 
arate. 

(g) Division of the advanced grades into two groups — 
those who take it for penmanship alone and those who 
wish to take it for commercial purposes. 



55 



GRAMMAR 

(By J. P. Bingham, Atkins.) 

This outhne is intended to be suggestive, allowing the in- 
structor such scope and freedom as he may wish to use. In the 
preparation of the same, former manuals and other sources of 
information have been used. The purpose is to give a practical 
plan for the work of one week or more. 

Time was when formal grammar was the chief phase of 
English taught in the schools. Pupils who were accurate in 
parsing often used very poor English. Now the language lesson 
fills an important place in the earlier years of school life, giving a 
better foundation for the study of technical grammar, which 
should not be introduced before the sixth or seventh year. 

The intent of the language lesson and the study of grammar 
is twofold : 

1. To acquire ability to write and speak correctly the Eng- 
lish language. 

2. To improve and strengthen the mind by the science of 
language. 

The earlier grammarians made the word the unit of lan- 
guage. 

It is now preferred to make the sentence the basis of study 
in grammar. 

The constructive rather than the destructive method should 
prevail throughout the teaching of this subject. 

FIRST DAY. 

I. Language lessons. 

( 1 ) Should begin at what time of school life ? 

(2) Should continue how long? 

56 



(3) Whether oral or written work should predominate. 

(4) Give a good definition of languag-e. 

(5) Text-book should be introduced in what year? 

(6) In what schools is this subject most neglected? Why? 
Ways and means. 

(a) Conversational exercises with pupils to develop expres- 
sion, 

(b) Sentence building — oral and written — from words 
selected. 

(c) Sentences copied from board, chart and readers. 

(d) Have lessons written on 'boards frequently. 

(e) Require neat work at all times. 

(f) Short compositions on familiar subjects. 

(g) Teacher should indicate errors, but let pupil correct 
the same. 

(h) Drill on capitals and punctuation until it becomes a 
fixed habit on the part of pupil. 

(i) Every reading lesson a language lesson. How? 

(j) Every spelling lesson a language lesson. How? 

(k) Distinguished statements, questions, exclamations. 

(1) Give many short choice selections for memory gems, 
even before pupils can read or write well. 

For a continuation of this lesson, it is suggested that for the 
second and third days there be conducted a model recitation 
by a class of six, first, second or third year pupils, illustrating 
the above and other principles. 

SECOND DAY. 

Language lessons. 

(a) Oral expression should predominate during the first 
two years, and occupy a prominent place in the next 
two years of the course. Why? 

57 



(b) In the later years of the course written work must be 
emphasized if the work is to be effective. 

(c) Correlate this subject closely with others of the course. 
List those that best correlate. Tell why and how. 

(d) The teacher must be careful in her own language. 
None but the best expressions should be used. 

(e) Help the child form habits of correct expression. 
Assist him to enlarge his vocabulary. How? 

2. Materials used as a basis of language work. 

(a) Those things most intimately connected with the life 
of the child. 

(b) Stories told by teacher at morning exercises. 

(c) Stories from the readers and story books, 

(d) A day in the circus, a picnic, a balloon ascension, a 
half holiday, pictures. 

(e) Suggest other common experiences in and out of 
school to use in oral and written work. 

3. Method of use. 

(a) A story told by teacher may be reproduced by pupils 
orally — teacher assisting by questions if necessary. 

(b) May be written if pupils are sufficiently advanced. 

(c) Teacher and pupils form an outline of topics. 

(d) Letters describing some of above or other events may 
be written ; teacher showing form, heading, address, 
etc., from board. 

(e) Good pictures may be used to advantage as subjects 
for composition work. 

(f) The work for the lessons should be carefully planned 
so that the teacher may direct the conversation of the 
class and control the recitation at every step. 

(g) Teacher must use tact in correcting errors. Harsh 
criticism seriously interferes with language work. 

58 



(h) Have pupils memorize a few short prose selections 
and numerous simple poems. 

(i) Occasionally have some of these selections written 
from memory. 

THIRD DAY. 

Language Lessons. 

It is suggested that the conductor devote at least one lesson 
to discussion of composition work. 

This is a subject neglected in many schools and should be 
emphasized at every Institute. 

1. Composition. 

(a) May be introduced early as oral work by having pupils 
discuss simple subject. 

(b) Should be required as soon as pupils can write legibly. 

(c) At first limit the work to subjects easily within the 
grasp of the pupils. 

(d) Teacher should prepare outlines for beginners, thus 
encouraging and assisting the timid ones. 

(e) Following a topical outline will assist in developing 
the paragraph, which should be stressed early in the 
work. 

(f) Occasionally take subjects from choice literature. Fine 
examples are : The Village Blacksmith ; The Old 
Oaken Bucket: The Gentle Hand; The Fox and the 
Grapes, and many others. "Suggest a few." 

(g) Discriminate in choice of words, and emphasize neces- 
sity of using dictionary constantly. 

2. Example of an outline. 

Subject, "Snow." 
(i) Time of year for snow. 
(2) Appearance in coming down, 

59 



(3) Effect of wind when falling. 

(4) Amusements connected with snow. 

(5) Ways in which snow is beneficial. 

(6) Trouble and suffering connected with snow. 

(7) Places where snow exists all year. 

(8) Places where it never falls. 

(9) Length of time it remains here. 

(10) Causes of its disappearance. 

3. Have each member of Institute make an outline and write a 
composition on any one of following subjects: Home, 
Friends, Roads or Pictures. 

Have some put outline on board, others to read compositions. 

FOURTH DAY. 

Ti:cHNiCAi, Grammar. 

Conductor use as he chooses. Would suggest that Institute 
recite with manuals closed. Sentence the unit. 



Outli 


ne of the sentence 


As to structure. 


(a) 


Simple. 


(b) 


Compound. 


(c) 


Complex. 


(d) 


Complete. 


(e) 


Abridged. 


As to 


1 use. 


(a) 


Declarative. 


(b) 


Interrogative. 


(c) 


Exclamatory. 



(d) Imperative. 

60 



Elements of sentence, 
(i) Subject — consists of: 

(a) Noun. 

(b) Pronoun. 

(c) Participle. 

(d) Infinitive. 

(e) Clause. 

(2) Predicate — consists of: 

(a) Verb. 

(b) Verb phrase. 

(c) Coupla and attribute. 

(3) Attribute — may consist of: 

(a) Noun. 

(b) Pronoun. 

(c) Participle. 

(d) Infinitive. 

(e) Noun clause. 

(f) Adjective. 

(g) Prepositional phrase. 

Clauses. 

( 1 ) Principal. 

(2) Subordinate — may be. 

(a) Subject, 

(b) Object. 

(c) Complement.' 

(d) In apposition. 

(3) An Adverb— expressing : 
(a) Time. 

61 



(b) Place. 

(c) Degree. 

(d) Condition. 

(e) Manner. 

(f) Purpose. 

(g) Reason, 
(li) Concession. 

(4) An Adjective. 

(a) Restrictive. 

(b) Explanatory. 

FIFTH DAY. 

Technical Grammar. 

Write a dozen sentences illustrating most common errors 
in use of pronouns and verbs. 

Discuss methods of correcting and avoiding such mistakes. 

Use is the only test of the part of speech of a word. 

See in how many ways the words, "iron", "save" and 
"except" can be used. 

A thorough study of the verb in all of its relations should 
be emphasized in teaching grammar. 

Have some member of the Institute volunteer to put on the 
board a synopsis of the conjugation of verb "choose", active and 
passive forms. 

A judicious use of the diagram is an excellent means of 
maintaining interest in the study of grammar. 

It is a picture of the relations of the parts of a sentence 
presented to the mind through the sense of sight. 

Discuss mode in following sentences : 

1. You may select your own course of study. 

2. Unless he reforms, he can not be trusted. 

62 



7 



If I zvcre you, I would attend the Institute. 
Though he zvas old, he zvas not infirm. 
I would that father zvere here. 
Honour thy father and thy mother. 
I stood on the bridge at midnight. 



Analyze the following sentences- — the even numbers orally, 
the odd numbers by diagram. Parse the words in italics : 

1. Still sits the schoolhouse by the road. 
A ragged beggar sunning; 
Around it still the sumachs grow. 
And blackberry vines are running. 

2. Our eyes are holden that we can not see things that >y/ar^ us 

in the face, until the hour arrives when the mind is ripened. 

3. That which we do not believe, we can not adequately say, 
though we may repeat the words ever so often. 

4. Let us be of good cheer, remembering that the misfortunes 

hardest to bear are those which never come. 



63 



READING 

(By Margaret Sue Burney, Van Buren.) 

FIRST DAY. 

Introduction. 

1. Definition of reading. 

2. General aims in teaching reading. 

(a) Mastery of mechanics of reading. 

(b) Interpretation of the reading matter. 

(c) Portrayal of thought of the writer. 

(d) Increasing vocabulary of child. 

(e) Creating a love of good literature. 

(These points are more profitably brought out if continually 
kept in mind throughout the week instead of being fully discussed 
on the first day.) 

FIRST GRADE. 

1. Main idea is word recognition. The child must knozv the 
words before the other points of reading can be given. Blackboard 
work for first six weeks is recommended always, though author- 
ities differ as to whether the script or printed words should be 
used on the board. There is good ground for either. The child 
must learn by means of devices and the most capable teacher is 
the one most resourceful in securing material for active and live 
work among the pupils. 

2. Following closely word recognition comes phrase-reading 
and after that the reading of short easy sentences. The pupil 
should not be allowed to read either phrase or sentence haltingly. 
Teach him as early as possible that the real idea is to read to 

64 



learn and to give the thought to others. In this way the child 
unconsciously will learn correct expression. Get proper expres- 
sion by questions on sentence rather than by having child imitate 
the expression of the teacher. 

3. After the book is taken up, some method as to expres- 
sion followed. The best reader for this grade is one which uses 
some words often. New Education Reader is especially good as 
it furnishes the word cards which are helpful. The child should 
have one hundred fifty words at his command when the first 
grade work is over. "Going through" the first reader a second 
time is not advised. Give the child a new reader or a book of 
simple stories which contain many of the same words. 

4. Teaching of phonogram. It is highly important that a 
child learn the sound before the name of thS letter, then the letter 
will be easily learned. Daily drill on phonograms and faults of 
the same v^^ill be necessary. Blend method is excellent for giving 
child larger vocabulary. Throughout the entire work the teacher 
must keep the interest of the children by means of illustration of 
the words, sentences, and stories by pictures, cards, games and 
other devices. Let the child begin here to take pleasure in new 
knowledge. 

SECOND DAY. 

1. Continue drill on phonograms and phrasing. 

2. Remember that "second grade" children are still primary 
children and that many devices and symbols must be used to teach 
even the simplest facts. 

3. Insist on natural expression and correct position. Some 
children have naturally harsh or weak voices, weak chests and 
stooping shoulders. Often these faults may be corrected if an 
effort is begun early in the child's school life. 

4. Learning of memory gems. These should be carefully 
selected and an intelligent rendering of the same insisted upon. 
For supplementary work see list of books given at close of outline. 

THIRD DAY. 

Inte;rme:diate Grades. 

I. Idea to be kept in mind constantly throughout the third 
year, that at the end of the year the mechanical part of reading 
should be well mastered. 

65 



2. The problem now is to guard against the substitution of 
word pronunciation for reading. 

3. Teachers should read to pupils as an example of good 
reading, but during the reading lesson, the question method is 
the approved one for making the expression of the child's reading 
independent. 

4. During the fourth and fifth years the child has also to 
read much to learn his other lessons as arithmetic, geography, 
etc. The teacher should see to it that he reads these intelligently 
and so avoid inaccuracy and bad habits of reading. Encourage 
use of dictionary to make child independent. 

Model class, fourth grade, with following points kept in 
mind : 

1. Teaching proper appreciation of the subject matter of 
reading lesson. 

2. From (i) developing proper expression. 

3. Giving special attention to accent and emphasis. 

4. Noticing, though not pointing out always, the moral les- 
son contained in reading matter. 

FOURTH DAY. 
Highe;r Grades. 
Reading is now largely a study of literature and great atten- 
tion should be given to the merits of the selection from literary 
standpoint. If the reading matter is properly understood in this 
way, the expression should be much better. Keep well before the 
child the idea of reading as a means of giving thought definitely 
to others. The attention to pronunciation, inflection, and empha- 
sis should be continued. 

Model class. 

FIFTH DAY. 

Short papers or discussions on the following questions : 

1. The child usually begins to read for himself during the 
fifth or sixth year of his school life. What have you as 
teacher done to give him a desire for good literature? 

2. Does a mark of punctuation always indicate the same 
inflection ? 

66 



3- What are the characteristics of a good set of readers ? 

4. How far is it possible to keep up with the home reading 
of a child and how far practicable ? 

5. Other questions suggested during the week. 

SUGGESTIVE LIST OF POEMS FOR MEMORY WORK. 

GRADES, First and second. 

McDonald's Baby, Taylor's Twinkle, Twinkle, Little Star, 
*Sail on the River, Poulsson's S'unbeams. 

GRADE THIRD. 

Field's Christmas Song, Gary's Naughty Little Robin, Field's 
Rock-a-By-Lady, Larcom's Brown Thrush, Sherman's Daisies. 

grades, fourth AND ElFTH. 

Aldrich's Marjorie's Almanac, Longfellow's The Arrow and 
the Song, Longfellow's Village Blacksmith, Emerson's Mountain 
and the Squirrel, Gary's Our Heroes. 

GRADES, SIXTH AND SEVENTH. 

Whittier's A Better Land, Longfellow's Psalm of Life, Bry- 
ant's Planting of the Apple Tree, Longfellow's Excelsior, Long- 
fellow's Paul Revere's Ride, Tennyson's Bugle Song. 

This list may be shortened or lengthened according to the 
amount of time. 

*Rossetti's Boats Sail on the River. 



67 



ARKANSAS HISTORY 

(By W. D. Jeter, Bentonville. ) 

FIRST DAY. 
Indian History Connecteid with Arkansas. 

1. Indian relics found in Arkansas. 

2. Conditions of Indians when Arkansas was first explored. 

3. Indian tribes. 

1. Osages and Quapaws. 

(i) Original home. 

(2) Immigration to Arkansas. 

(3) Treaty with Osages, 1808. 

(4) Treaty with Osages, 1818. 

(5) Treaty with Quapaws, 1818. 

(6) Treaty with Quapaws, 1824. 

2. Cherokees. 

(i) Treaty of 1817. 
(2) Treaty of 1828. 

3. Chootaws. 

(i) Treaty of 1820. 
(2) Treaty of 1825. 

4. Passage of other tribes through Arkansas on their way 
to their western homes. 

Early Explorers. 

I. DeSoto. 

Nation represented, date, purpose of expedition, route 
to Arkansas, experiences in Arkansas, route through 
Arkansas, death. 

68 



2. Marquette. 

Date, nation represented, route to Arkansas, purpose of 
expedition, experiences. 

3. LaSalle. 

Date, nation represented, route to, purpose, experiences, 
(i) DeTonti, father of Arkansas. 
(2') First settlement. 

SECOND DAY. 
French Domination. 

1. French Governors. 

2. Mississippi company. 

3. LaHarpe expedition. 

4. Indian wars. 

5. End of French control. 
Spanish Domination. 



Spanish Governors. 

Effect of change on the people. 

Cruel O'Reilly. 

Troubles over the Mississippi. 

Louisiana becomes French territory again. 



Purchase of Louisiana. 



THIRD DAY. 
.Territorial History. 

1. Part of Louisiana province. 

2. Part of District of Louisiana. 

(i) Xewis and Clark expedition. 

3. Part of Territory of Louisiana. 

69 



(i) Wilkinson's expedition down the Arkansas River. 
(2) New Madrid earthquake. 

4. Part of Missouri territory. 

(i) Nutate expedition. 

5. Territory of Arkansas, 1819-1836. 

(i) First Governor and Secretary of State. 

(2) First Legislature. 

(3) First newspaper. 

(4) Second Legislature. 

(5) Dwight mission, 

(6) Izard, second Governor. 

(7) Pope, third Governor. 

(i) Building of Statehouse. 

(8) Fulton, fourth Governor. 

(i) First constitutional convention. 
(2) Becomes a State. 

FOURTH AND FIFTH DAYS. 

Arkansas as a State. 
Some Important Events. 

1. State and Real Estate Banks. 

2. Holford bonds. 

3. Common school law of 1843. 

4. Arkansas takes part in Mexican war. 

5. Position concerning secession. 

6. Admitted to the Confederacy. 

7. Constitution of 186 1. 

8. Important battles fought in Arkansas. 

70 



g. Prominent Arkansas soldiers. 

10. Provisional Government under the United States.. 

11. Constitution of 1864. 

12. Constitution of 1868. 

13. Establishment of Arkansas Industrial University 

14. Brooks-Baxter War. 

15. Constitution of 1874. 

16. Fishback Amendment. 

17. Hinemon Amendment. 



71 



UNITED STATES HISTORY 

(By N. M. Whaley, Camden.) 

FIRST DAY, 
History in the Primary Grades. 

a. Methods of Instruction. 

1. By stories told, not read. Why? 

2. The quiz, used in reviews to fix important points in the 
story, to hold attention, and to arouse interest in what 

is to follow. 

3. Read aloud poetry, dialogue, or description. 

4. Illustrate stories by pictures, drawings, maps, etc. 

5. Oral reproduction of stories by topics suggested by 
teacher. 

6. The fourth grade may occasionally give written repro- 
ductions, dramatize, stories, and make drawings to 
represent their own mental pictures. 

7. Children should be encouraged to read. There are 
many books of historic stories simple enough for pupils 
of the third and fourth grades to read — stories of primi- 
tive life not only of the American people but of any 
historic race. 

b. Purpose of History in Primary Grades. 

1. Faculties of the mind to be developed. What are they? 

2. Other benefits. 

c. The instructor should ask previously some primary teachers 
to prepare some suitable stories to illustrate history work 

72 



in the primary grades — such as Objiwa, Pocahontas, Puri- 
tans, Pilgrims, Arcadians, or stories from "Little Folks 
in Many Lands". 

SECOND DAY. 
History in the Fii^h Grade. 

a. Work Largely Biographical. 

1. Stories of great men specially pleasing to pupils of this 
age. 

2. Biography useful in character building. 

3. Biography gives a pleasing introduction to the study of 
history so it does not become a "dry" subject in the 
upper grades. 

4. Leads pupils to form a habit of reading. 

5. Creates a love for the right kind of literature. 

b. Methods of Instruction. 

1. The same devices may be used that were suggested for 
primary work, but not to such an extent. 

2. The pupil has a text-book and is not so dependent upon 
the, teacher for instruction. Stories from American 
and English history should be used as a text. The 
district should furnish other books in addition to the 
■text. Students of this age read a great deal if given 
an opportunity to do so. 

3. Recitation topical. Children delight to tell these stories 
themselves. Discuss other reasons. 

4. Frequent oral reviews. Occasional written. 

c. The instructor should ask some one to put on the board the 
day before a biographical outline of Benjamin Franklin 
aind Abraham Lincoln for Institute study. 

HISTORY PROPER. 

History proper should begin in the sixth grade with an ele- 
mentary text-book interest centering around events rather than 
persons. 

73 



a. Methods of Instruction. 

1. Outline. 

(a) Aids pupils to correlate ideas. 

(b) Shows relative importance of ideas. 

(c) Discuss other advantages or disadvantages. 

(d) Outline w^hole subject at the first lesson. Why? 

2. Topical or quiz method may be used in recitation. 

3. Daily questions on review. Why? 

4. Interest may be added. 

(a) By references to literature. 

(b) By observing birthdays of eminent men. 

(c) By frequent exercise in biography. 

b. Instructor should have some one prepare a paper on the 

life of Benedict Arnold, using as a literary reference "The 
Death of Benedict Arnold". 

THIRD DAY. 
Life in the; Colonies. 

a. General View. 

I. Population in 1760. 

■2. Slavery, slave trade. Northern colonies, Southern colo- 
nies. 

3. Government: Republican, Proprietary, Royal. 

4. Colonies classified : Three groups ; differences, resem- 
blances. 

b. New England Colonies. 

1. Occupations of the people. 

2. Towns : Origin, limits, government. 

3. Religion: Church, intolerance, ministers, church ser- 
vices. 

74 



4- Laws : Capital oif enses, modes of punishment. 

5. Grades of Society: Basis, classes, distinctions. 

6. Dress : Of the men ; of the women. 

7. Social life: Pleasures, holidays marriages and funerals. 

8. Education: Schools, literature. 

c. Southern Colonies. 

1. Occupations, principal crops. 

2. Absence of towns, county seats, principal towns. 

3. Slavery: Profitableness, number, Whitfield's argument, 
relation between master and slave. 

4. Government: Royal, influence of land owners, the 
county, trial of offenses, modes of punishment. 

5. Society: Large and small planters, traders and labor- 
ers, slaves, court days, marriages. 

6. Religion: Church, dissenting sects, intolerance, clergy. 

7. Education: Schools, colleges. 

8. Literature : Character. 

d. Middle Colonies. 

1 . Nationality. 

2. Occupations : Products, exports. 

3. Religion: Denominations, ministers, toleration, in New 
York. 

4. Education : Schools and colleges, superstitions. 

5. Government : Pennsylvania, Delaware, New York, New 
Jersey, local government, punishment of crime. 

6. Social classes : Patroons, other land owners. 

7. Social life : The Dutch of New York, the Quakers. 

(Outline from Our Country.) 

75 



FOURTH DAY. 

Under the ArticIvES of Confederation. 

a. During the Revolution. 

i. Central government. 

2. Relation of States to the central government. 

3. Force and authority that carried on the war. 

b. Articles of Confederation. 

1. Committee on new government, appointment, report. 

2. Influence of the cession of public lands, on ratification 

(a) Maryland's objections. 

(b) Virginia's claims. 

3. Nature of the articles, 

4. Weaknesses. 

c. Difficulties. 

I, Violations of the treaty between United States and 
England. 

. 2. Disputes with Spain. 

(a) Boundary of West Florida. 

(b) Navigation of the Mississippi River. 

3. The credit of United States at home and abroad. 

(a) Paper money. 

(b) Payment of the national debt. 

(c) Assumption of State debts by the Nation. 

4. Disputes in regard to State boundary lines. 

5. Shays' Rebellion. 

d. Opening of the West. 

I. The "Public Domain". What is meant by it? 
(a) Southwest and Northwest Territories. 
76 



(b) What was the boundary line between them ? What 
States have been formed from, each ? 

2. Migrations Westward : Causes, routes, land bounty. 

3. The Ordinance of 1787. 

The Formation of a New Constitution. 

1. Cause of an attempt to amend the articles. 

2. Steps leading up to the constitutional convention. 

3. The convention : Members, questions in dispute, com- 
promises. 

4. Discussion and ratification of the Constitution. 
(Outline from Bliss' History in Elementary Schools.) 

FIFTH DAY. 

For General Discussion. 

1. The "Spoils System"; Origin; Is it still in force? 

2. Discuss each of the political parties of history by the 
following outline : Cause ; platform ; work ; cause of 
decline. 



9 
10 



Give ten turning points in American history. 

Outline the tariff legislation of Congress. 

Discuss Webster's change of opinion on tariff. 

Discuss Lincoln's change of opinion on slavery. 

Bland silver bill, purpose and effect. 

History of prohibition in Maine. 

Purpose and work of the last extra session of Congress. 

Leading questions at present (a) in State politics, 
(b) National politics. 



II. Could and should United States have prevented (a) the 
war of 1812, (b) the war with Mexico, (c) Spanish- 
American war? 



77 



12. Teacher, "What is patriotism?" Pupil, "KilHng Span- 

lards". Discuss the pupil's definition. 

13. Who is the greatest American? 

SUBJECTS FOR PAPERS. 

1. Brief story of the Revolution from Lexington to York- 
town. 

2. Character of Lee. As reference to literature use "The 
Sword of Lee". 

3. The wastes of war. Compare the cost of militarism 
with that of public education. 

4. Story of The Hague conferences. 

5. The mission of United States in cause of peace. 

6. Teaching peace in public school through instruction in 
history. 

(Material for the last four questions may be had from Miss 
Fannie Fern Andrews, 405 Marlborough street, Boston, Mass.) 



78 



ORTHOGRAPHY 

(By U. C. Barnett, Dermott.) 

FIRST DAY. 

(a) Values of a knowledge of subject: 

1. Utilitarian. 

2. Cultural. 

3. Disciplinary, 

(b) Mental activities involved in its study : 

1. Observation, which should become habitual in reading. 

2. Association of the form of the word with its meaning 
and use. 

3. Memory, generally without effort, 

4. Habit, psychical and physical, in the use of the correct 
form in writing. This habit depends on proper observa- 
tion and association. 

(c) How correlated: 

1. Inseparably associated with writing, composition, capi- 
talization, punctuation, 

2, Inseparably associated with meaning. Does a knowl- 
edge of the meaning of a word aid in spelling it? 

Attention is called to subtopic i under topic b. This, 
doubtless, is the chief means by which our knowledge 
of spelling is derived. 

SECOND DAY. 

(a) Definition: 

More than uttering the letters of a word as they come 
consecutively. Finish the definition. 

79 



(b) Attention given it: 

1. Is it proportionate to its importance? 

2. How does it compare with that given it ten years ago? 
What testimony on this subject does the comparison oi 
the spelHng abihty of the pupil of that day and of this 
reveal ? 

(c) Modern text books :, 

1. Compared with earlier texts. 

2. Considered from the standpoint of practicability. Do 
they all contain words used in ordinary business trans- 
actions ? 

3. Should they group words similar in sound or asso- 
ciated in thought? 

(d) Account for misspelled words in the business letter of 

today. Are they due more to ignorance than to care- 
lessness or oversight? 

(e) Where did you learn to spell? How many of the words 

you write daily did you learn to spell in a spelling book? 

THIRD DAY. 

(a) The diacritical marks: 

1. Macron, (a) 

2. Breve, (a) 

3. Circumflex, (e) - 

4. Dots above, (i) 

5. Dots below, (o) 

6. Dot above, (a) 

7. Dot below, (a) 

8. Tilde, (n) 

9. Lower bar, (a) 

10. Suspended bar, (o) 

11. Transverse bar, (e) 

12. - Cedilla, (q) 

80 



13- Modified Macron, (e) 

14. Inverted breve, (o) 

Teach them by use of monosyllables. 

Require pupils to give the sound of letters separate 

from the word. (Let the instructor illustrate, and 

require all the elementary sounds to be given.) 

When should you begin the use of the diacritical marks ? 

What relation have they to learning to spell ? 

(b) Elementary sounds: 

1. Number. Prepare a table giving each and an equiva- 
lent for each that has one. 

2. Vowels. Distinguish carefully between a vowel and a 
vowel sound. Diphthongs. What is an improper diph- 
thong; tripthong-s; subvocals ; aspirates? 

3. Consonants : Mutes, semivowels, liquids. 

(c) Words: 

1. Classes with reference to number of syllables. 

2. Classes with reference to formation. 

(d) Accent: Stress, emphasis. Distinguish carefully the dif- 

ference. 

(e) Phonetic Alphabet: 

1. What is it? 

2. Of what value would it be? 

FOURTH DAY. 

(a) Pronunciation. 

Since we pronounce more than we spell, a knowledge 
of pronunciation would seem of greater value than a 
knowledge of spelling. Let frequent and careful drills be 
given in phonology. Try your pupils on such lines as 

"He thrusts his fists against the posts, 
And still insists he sees the ghosts." 

Few things will mark one as ignorant so quickly as 
incorrect pronunciation. On the other hand, careful enun- 

81 



ciation and correct pronunciation are almost sure badges of 
culture. One's refinement is an object of suspicion, too, 
when he mispronounces, not through ignorance, but through 
carelessness. Slouchiness of speech is as distasteful to 
refined ears as slouchiness of dress is to refined sight. The 
sound of the letter "g" at the close of imperfect participles 
is an object of greater neglect probably, than any other 
sound of the language. A teacher is not held guiltless of 
a great dereliction of duty who does not seek to corrfect 
such delinquencies of speech, even in the lower grades. 
Never let incorrect pronunciations pass unnoticed in the 
class. It is often fruitless effort to try to improve a pupil's 
speech by making such corrections, especially when the 
learner is accustomed to hearing the language incorrectly 
spoken at home, yet that does not release the teacher from 
the responsibility. Nothing indicates so quickly a child's 
progress in school as his improvement in pronunciation. 

Have a pupil to sit unnoticed near where pupils are 
playing on the school ground some time, and take note of 
the mispronunciations of the players. Read and correct 
these errors before the whole school. The pupil's report 
may surprise you. 

How are these words often mispronounced : History, 
government, auxiliary, gospel, intransitive, Caucasian, 
equivalent, Lutheran, president, furniture, aunt? Make a 
list of twenty-five other words in common use so frequently 
mispronounced. 

(b) vSimplified Spelling: 

1. What is it? 

2. Do we need it? 

3. Is it really an improvement as well as a reform? 

Information as to what the Simplified Spelling Board is 
doing may be obtained by addressing it at No. i Madison 
avenue, New York'. 

(c) Homonyms. 

(d) Synonyms. 

(e) Antonyms. 

82 ^ 



FIFTH DAY. 

Methods of Teaching: 

(a) In primary grades: 

1. Would yon require beginners to spell from the 
book? 

2. In what grade do 3^ou introduce spelling without 
the book? 

3. Do you require syllabication as soon as you reach 
words of two syllables? 

4. When do you introduce written spelling? 

5. Do you require pupils to learn to spell all new 
words in the reading lesson? If so, what ad- 
vantage is it? 

(b) In advanced grades: 

1. Advantages of written spelling. 

2. Advantages of oral spelling. 

3. Advantages of alternating them. 

4. Definitions. When the definitions of two homo- 
nyms are required, the same pupil should spell 
both and give the definitions. 

5. Use of words in sentences. 

6. Spelling matches, etc. 
Miscellaneous Suggestions and Questions. 

Every piece of written work in school should furnish 
material for a spelling lesson. The learner's attention 
should be called to every misspelled word. In grading 
written work, it is a good plan to allow 10 per cent for 
neatness, spelling and punctuation. Spelhng is often im- 
proved in this way. 

In oral spelling, each syllable should be pronounced as 
soon as it is spelled. This affords a splendid drill for the 
articulatory organs. 

In written spelling, the work should be exchanged and 
criticised by the members of the class. The critics should 

83 



grade carefully that no misspelled word may be overlooked. 
The habit of close observation is acquired here which will 
serve so well to improve one's spelling in after life. Teach- 
ers should look over w^ritten spelling work at regular 
intervals and criticise the critic by marking all errors of 
spelling that have escaped his notice and call his attention 
to them. 

A small memorandum book should be used exclusively 
for this written work. 

What letters of the alphabet could be dispensed with 
without the loss of any of our elementary sounds? 

Mark diaoritically the first "e" in "sergeant." 

At the Louisiana Purchase Exposition the "U's" in 
the word "Manufactures" on the Manufactures building, 
were made "Vs." Why was this ? 



84^ 



PHYSIOLOGY AND HYGIENE 

(By D. L. Paisley, Argenta.) 

If the study of Physiology and Hygiene as they have been 
taught in the public schools is adding to the length of life during 
this generation; surely a more correct knowledge of self, of im- 
prudences, and of diseases that affect us will add more years and 
greater usefulness to the life of the coming generation. 

The time has come when teachers must teach parents, if 
need be, that they should give to the boy and girl in the home, 
before they enter school, full, clear and candid instruction about 
many things that a false and foolish idea of modesty has hitherto 
forbidden. Parents must know that if they as parents neglect 
this duty older boys and girls will give incorrect and very hurtful 
instruction. In this way the young mind that might have been 
made to see a beauty in the reproductive plans of a good and 
great God, had the parent done his duty at the right time, be- 
comes poisoned and sees the whole matter in a low and incorrect 
light for the rest of its life. 

FIRST DAY. 

The Boy. — Things he ought to know from his father, if not from 
father, from a fatherly teacher : 

1. How God brings plants, birds and animals into the 
world. 

2. Why he is called a boy. 

3. How to care for himself as a boy. 

4. What things he must avoid while he is a boy, if he hopes 
to be a sound, strong, pure and honorable man. 

85 



SECOND DAY. 

The Girl. — Things she ought to know from her mother, if not 
from her mother, from a motherly teacher : 

1. How- God brings plants, birds and animals into the 
world. 

2. Wh)^ she is called a girl. 

3. How to care for herself as a girl. 

4. What she must avoid while she is a girl, if she hopes to 
be a strong, -pure and respected woman. 

THIRD DAY. 
Health. — What is it? Favorable conditions: 

1. Clean, sanitary clothing enough to keep warm. 

2. Shoes that fit the feet and keep them dry and warm. 

3. Clean skin, frequent bathing necessary. 

4. Clean Oral Cavity. Teeth cleaned after each meal. Use 
brush in such a way as to leave no filth in mouth, as it 
may cause catarrh, throat and lung troubles. 

5. Clean, well-trimmed finger and^toe nails. 

6. Clean hair and scalp. 

7. Clean home in which to live. Sanitary toilet at every 
home. 

8. Clean schoolhouse. Free from dust. Well ventilated. 

9. Clean schoolhouse grounds. No trash, no paper, no 
leaves. Sanitary toilet. 

FOURTH DAY. 
Disease~Wh3.i is it? How avoided: 

1. Mosquito, a malaria carrier. Keep him out. 

2. Fly, bad milk, bad water are the cause of typhoid. 

3. Soil polution is only cause of hookworm. Sanitary 
toilet is necessary. 

S6 



4- Bad cooking, bad masticating are causes of indigestion. 

5. Keep your body strong, and it will resist most in- 
fections. 

6. Take no risks on after effects of any disease. Consult 
the doctor. 

7. Beware of overeating. We all eat too much. 

8. Take very little medicine. Know what you take. 

9. Be cheerful and social, 

FIFTH DAY. 

Outdoor Sports. — S elf-Restraint. All pupils should take 
part in the games and all games should be under the direct super- 
vision of the teacher. Baseball, basketball, football and tennis 
are each good games. These games teach boys to think quickly. 
They also develop and train the muscles. Best of all, they teach 
self-control and due respect for the rights of the other boys. 
There can be no success in games without team work, no team 
work without self-control. 

Basketball, tennis, rope jumping and other running games 
are good for girls. Girls must be watched much more closely in 
athletics than, boys. If some one does not stand on guard and 
prevent it, girls will engage in violently contested games at times 
when it may be ruinous to their future health. 

Dieting, refraining from smoking, from cold drinks, and 
such things are no trouble after the athletic spirit gets into the 
school. Pupils get lessons of self-control that will make them 
better citizens. 



87 



GEOGRAPHY 

(By Iv. E. Quinn, Ashdown.) 

In order that the study of Geography in our County Insti- 
tutes and Normals may be conducted along progressive lines, 
the subject is herein treated in accordance with what is termed 
the "Causal Notion or Plan." 

I shall try to avoid the repetition of much that has been 
studied during the past three years as given in the Institute 
Manual. 

FIRST DAY. 

Define air, atmosphere, 'hot, cold, wet, dry, light, heavy. 

Define wind ; weather, fair, cloudy, stormy. 

What is climate? Give controlling influences. 

How is temperature measured? 

Bring thermometer and explain how made, how read, use- 
fulness. 

Explain the difference in temperature of land and water. 

Define Heat Equator, North Temperate Belt, South Tem- 
perate Belt, North Cap, South Cap. 

Trace above around the globe: 

Bring a barometer. Explain how made, how read, use- 
fulness. 

Draw a circle ; locate thereon, polar winds, stormy wes- 
terly winds, northern horse latitudes, southern horse latitudes, 
northeast trade winds, southeast trade winds, doldrums. 

Explain horse latitudes, monsoons, doldrums, sea breezes, 
mountain winds. 

88 - . , 



Which winds bring rainy weather to your homes? Clear 
weather? Give the reason in each case. 

Define rainfall, storms, cyclones, tornadoes, typhoons, and 
give causes. 

Compare the yearly rainfall of Arkansas and Cuba and 
account for the difference. 

Explain United States weather signals. 

How is information gathered and distributed? 

Of what service to United States in general and to our own 
State in particular. 

Locate and give cause of gulf stream, Labrador current, 
Japan current. 

Define waves, surfs, tides, flood, ebb. 

What is meant by tidal bore? What is a lagoon? 

Define glacier, moraine, detritus; terminal, lateral and 
medial moraines. 

In what parts of the United States have we evidence of 
glaciated area? Locate and name a valley glacier in the United 
States. 

Have glaciers determined to any extent the occupations of 
inhabitants ? How ? 

SECOND DAY. 

The careful consideration and study of the foregoing leads 
to (i) distribution of plants, (2) animals, and (3) people of 
the world. 

Discuss influences that determine plant growth ; climate 
determines what? 

Name two necessities for luxuriant plant growth. 

Give determining causes and definition of forests, grass 
lands, deserts, savannas, steppes, tundras, jungles, oases. 

Locate the greatest tropical forests, the greatest temperate 
forests. 

89 



In which do we find the most progressive nations and the 
densest population? Why? 

Name the chief products of these forest regions and locate 
five cities in each. 

"The distribution of animals over the world is closely related 
to the distribution of plants." 

Discuss "Relation of Animal Characteristics to Regions". 

Make lists of animals that live in the tropical forest region, 
the tundra region, the grass land region, the desert region, the 
Arctic region, Oriental region. 

Discuss the chief geographical causes of the distribution of 
mankind over the world. 

Give the physical characteristics, pursuits, religion and gov- 
ernment of the 'white race, yellow race, red race and black race. 

Name three causes which have determined to great extent 
their location. 

THIRD DAY. 

Discuss the manner of procuring food, clothing and shelter 
among the dififerent races. 

Define commerce and trade, barter, money. 

Define transportation, land and water. 

Name and locate three leading railway systems of the 
United States. Name and locate three steamship routes leading 
from American ports. 

How does man overcome climatic conditions? How does 
he modify the distribution of water? 

Discuss how man changes the aspect of land, the distribution 
of plants and animals. 

Name ten rivers in the United States that provide cheap and 
easy transportation; ten in Europe. 

How is transportation interfered with on the Nile? The 
Congo? The St. Lawrence? 

90 



Name and locate the canals of the United States and tell 
how they have facilitated land and water commerce. 

Discuss the causes that have led to the development and 
growth of the following cities — Chicago, Pittsburg, Pa., St. 
Louis, New Orleans, Denver, San Francisco, Little Rock. 

Of what commercial importance is the Henry M. Flaglar 
"Ocean Railroad"? Why was San Francisco instead of New 
Orleans selected for Panama Exposition? 

Name the chief crops in the Gulf States, Mississippi Valley, 
Rocky Mountain Region, Pacific Slope, Northeastern States. 

Name the metallic and nonmetallic minerals mined or quar- 
ried in the United States. 

Name four centers of iron industry, six great coal fields, 
three lead and zinc regions, three copper regions, of the United 
States. 

Name the gas and petroleum fields of the United States. 

Name the towns and cities in Arkansas that have natural 
gas. Give source, trace pipe lines. 

Discuss advantages of cheap fuel. Compare cost of wood, 
oil and gas as fuel. 

FOURTH DAY. 

I. Use the following outline in the study of Mexico and 
China. 

1. Localities. 

(a) Latitude and longitude. 

(b) Positions. 

(c) Boundaries. 

2. Extent. 

(a) Length. 

(b) Breadth. 

(c) Area. 

3. Size. 

(a) Absolute. 

(b) Relative. 

91 



4- Outline. 

(a) Form. 

(b) Regular, irregular. 

5. Surface. 

(a) Hills, mountains, valleys, plateaus. 

(b) Rivers and harbors. 

(c) Watersheds. 

6. Drainage. 

(a) River systems. 

(b) Special streams. 

(c) Lakes. 

7. Climate, seasons. 

(a) Causes. 

(b) Healthfulness. 

(c) Adaptation to industries. 

(d) Compare with other localities. 

8. Leading industries. 

9. Products. 

(a) Agricultural. 

(b) Mineral. 

(c) Forests. . 

(d) Manufactures. 

10. Commerce. 

(a) Railways. 

(b) Seaports. 

(c) Commercial centers. 

11. Inhabitants. 

(a) Classes. 

(b) Manners and customs. 

(c) Language. 

(d) Education. 

(e) Religion. 

12. History. 

(a) Discovery. 

(b) Conquests. 

(c) Places of historical interest. 

92 



FIFTH DAY. 

Arkansas Gi^ography. 

Draw by scale a map of your county. Locate the cities and 
towns, streams and railroads. 

Into what river does the drainage flow ? 

How does the water reach the Gulf of Mexico? What is 
the chief industry? What is the character of the soil on the 
uplands; in the valleys? What are the chief crops? Why? 
Where marketed ? Where is timber found ? Name minerals ; 
chief varieties. 

Discuss the character of the streams in the southern and 
northern parts of the State. 

Name the counties and county seats of Arkansas. 

Discuss the geological history of Arkansas. 

At the present time where do the people of Arkansas get 
their manufactured articles, such as Portland cement, pressed 
brick, lime and salt? 

Why are not more of these products manufactured in 
Arkansas ? 

What are the freight rates on leading commodities to your 
home town from St. Louis, New Orleans, Memphis, Dallas, Little 
Rock? 

Name the trunk line railroads in Arkansas. 

Watch a train of freight cars today and tell, from the letter- 
ing, the roads to which they belong, and then locate those roads. 

Discuss the climate of Arkansas. 

What is the annual rainfall at Little Rock? Fort Smith? 
Newport ? Texarkana ? 



93 



ALGEBRA 

(By W. E. Halbrook, Choctaw.) 
FIRST DAY. 

Algebra — mathematics by signs and symbols. 

The foundations of algebra are laid, or should be, in primary 
number work, and later, perhaps, in grammar school arithmetic. 
The processes indicated by -\-, — , X, -^> etc., should be well 
known. But in many schools the order of process is not devel- 
oped in the grammar grades. 

For example, 7X6+9 — i2-f-3=? 

If taken as it comes, 

7X 6==42 
42+ 9=51 
51—12=39 
39-^ 3=13 

But taken in the order of process, , 

7X6=42 
12-^3=4 

42+9—4=47 

To the Conductor: If the teachers are not familiar with 
the order of process, similar exercises should be given. The 
force of signs is essential in algebraic processes. 

Based on whatever drills that may have been in the grammar 
grades, lead up to the algebraic process, like this : 

If the sum of two numbers is 48, and the greater is three 
times the lesser, find the two numbers. 

Greater number + lesser number = 48. 

Greater number = 3 times lesser number. 

Three times lesser number + lesser number = 48. 

94 



Four times lesser number = 48. 

Lesser number =48^-4=12. 

Three times lesser number =36. 

Greater number = 2)^. 

By algebra — suggestion. 

3l+l==48 
41=48 

1=12 
31=36 

Drills in combination : 

7x-|-2x= how many x ? 
2x-)-3x-]-6x= ( ?)x 
5x+7+3x+i=(?)x+? 
4W+8-I-3W — 2= ? 

If y represents yards and y=3f, express 2y-f-2f in terms of f. 

If y represents one year and y=i2m, express 3y-(-4™ i" 
teriiis of m. 

Express 3p+5q in terms of q if p=8q. 

A man is three times as old as his son. If x represents the 
son's age, what will represent the father's age? 

A father is 35 years older than his son. If x represents 
the son's age, what will represent the father's age? If x repre- 
sents the father's age, what will represent the son's age? 

Two boys caught 36 perch. If one boy caught 3 times as 
many as the other, how many did each catch? 

If a rectangle is three times as long as it is wide, and its 
perimeter is 64 feet, how wide is it? 

If the difference of two numbers is 2'/, and one is four times 
the other, find the numbers. 

A number plus four-fifths of itself is 72. Find the number. 



95 



SECOND DAY. j 

Signs. ■ / 

Express the sum of a and b. 

Express the difference of a and b. 
aXb=ab=ab. 
a 

a-^b= 

b 

Note : m-^ab is not the same as m-f-a-fb. 
Coefficient. 

4xy, 4 is coefficient of xy, 4x is coefficient of y, 4y is coeffi- 
cient of X. 

Exponent. 

If the side of a square is 5, what is its area? How expressed 
if side is m-* 

mXni=m, m=mm==m^ 

m*=mmmm 

Aggregation. 

00000 ^0 

00000 00 , 

00000 00 

00000 00 

4X(7— -2)=4(7— 2)=4X5=28— 8 

4+(7— 2)=4+5=4+7— 2 
4— ( 7— 2) =4— 5=4— 7+2 

vShow that 

19— X— [i2+(3+x— 7)— 4x] = 
19— X— ( 124-3+X— 7— 4x) = 
19— X— 12— 3— X+7+4X=Il4-2X 

Or you may take the coat off first. 
19— X— 12— (3+x— 7)+4x 
and then the vest, 

19 — X — 12 — 3 — x-)-74-4x=i i-)-2x 

4X (x— 6)=4(x— 6)=4x— 24 ~ 

1 3—4 ( X— 6) = 1 3— 4x-f 24 
=37— 4x 
k 96 



Positive and Negative. 

If a man gains $4, loses $3, then gains $7, how much money 
has he r 

If a man travels east 8 miles, west 12 miles, then east 10 
miles, how far is he from starting point? 

If the mercury at zero this morning rises 21° today, falls 12° 
tonight, then rises 7 "tomorrow, where will it then be? 

If the temperature is now -\-8°, what will represent the tem- 
perature after a fall (a) of 5°? (b) of 8° ? (c) of 20°? 

If the temperature is now — 8°, what will it be after a rise 
(a) of 5°? (b) of 8°? (c) of 20° ? 

How much more has a man with $5 in money than a man 
$15 in debt? 

If a man was born 26 B. C. and died 53 A, D., how old was 
he when he died? 

Subtract : 10 10 — 10 — 10 
4—4 4 — 4 

6X10 6X10 

3X10 —3X10 



8x+3y — 42 — lom — 8d4-b 
5x— 5y— 6z— 3m+2d+7b 

In multiplication and division : When the multiplier is posi- 
tive, the product will be the same sign as the multiplicand ; when 
the multiplier is negative, the product will be the opposite sign 
of the multiplicand ; when the divisor is positive, the quotient will 
be the same sign as the dividend; when the divisor is negative, 
the quotient will have the opposite sign to the dividend. 

Rule : In multiplication and division, like signs give posi- 
tive, unlike negative. 

Notice m X m==mm=m^ 

m- X i'n'*=mm X mnimm=m^ 

(8x+2xy— 3y)X3x=? 

(8x+2xy— 3y) X (3x— 3y)= ? 

97 



Lay the foundations of factoring by drills in writing product 
of expressions like these : / 

(x— 8)(x— 8)=? / 

(x-8)(x-i) = ? 
(x-8)(x+4)=? 
(x-8)(x+8) = ? 
(a+b)(a-— ab-|-b2) = ? 
(a— b)(a-+ab+b2) = ? 

THIRD DAY. 

Suggestive steps in presenting the solution of equations. 
Learn these axioms : 

If equals are added to equals, the results are equal. 
If equals are subtracted from equals, multiplied by equals, 
or divided by equals, the results are equal. 

Things equal to the same thing equal each other. 
Add X— 8=15 



x=i5+J 

X=23 

Subtract x4-8=3i 
8=8 



x=3i— 8 
x=23 

Numbers or expressions "taken across" the equation mark 
must change their signs. 

2x+7=34— X 
2x+x=34~7 
3x=27 

Divide by 3=3 

x=9 
Other exercises: 

8x — 2=6x-\-6 

6y— 5=97+2 
3k+9+5k+3i=o 

X4-I2 IIX= I5X+22 

o=9x — 3 — 4X+27-I- 1 6x-l- 1 8 
98 



Same principle applies to simultaneous equations 

f2x — y=22 
3x+2y=47 

2X y=22 

Multiply by 2=2 

4x— 2y=44 

Add 3x-|-2y=47 
7x=9T 

Divide by 'J='] 
x=i3 

Or, 

2X=22-f-y 
22+y 



2 

47— 2y 



Likewise x= 



3 
Last axiom, 47 — 2y 22-f-y 



Multiply by 6=6 

94_4y=66-JT3y 
— 4y— 3y=66— 94 

— 7y=— 28 

Divide by — 7= — 7 

y==4 

Solve also: 

f2x+5y=i4 
[3x— ioy=8 

12X — y= — I 
15X— 9y=20 

In elementary algebra it is not best to undertake teaching 
very many definitions. However, it is good language training 
for pupils to be taught to call things by their right names and to 

99 



understand their significance. These expressions might be 
learned : Mononomial, binomial, polynomial ; similar and dis- 
similar terms; degree of a term; quadratic; eliminate, substitute; 
coefficient; exponent; equation. 

FOURTH DAY. 

Selected exercises wherein the instructor may find points not 
clearly understood by his corps of teachers. They are presented 
without suggestion, leaving him free to develop them as he 
best can. 

Factor. 



(l) X2+7X+I2 


(II) 


25x-y^-f i6x* — 40x2y 


(2) i5+2a— a^ 


(12: 


12 — 2h— 4h2 


(3) x^ — X — no 


(13) 


5x2 — j^x — 20 


(4) x^— 49 


(14) 


a2_b2_a— b 


(5) 4x*— 4x^+1 


(15) 


a^+a^ 


(6) x«+64 


(16) 


i6x^ — X. 


(7) X* — 100 


(17: 


) x*+x^+x2-[-x 


(8) 2m2_7m-f6 


(18: 


9x5n_X^° 


(9) I-f2x2 3X* 


(19: 


x^ — 27 


(10) 3x^— 75X. 


(20^ 


y'— 343 • 


Solve by factoring: 






x^ — 2ax-fa^=o 


x^ — 9x=36 


4x2+8x+3=o 


xH 


bx==o 


4y=y2_I92 






a+33 6 


10 




1 




_ ? 


n^ 




a^— 9 a— 3 


a+3 





5 3 

3X+ -(2X+-)=? 

ax ax 

(a2+b2)2 a b 

ab(a— b)2 b 



2=? 



100 



X = ? 

x^ — 7x X^+2X 

b'— 7b+6 b2+iob+24 b^+eb 

X ■ = ==? 

b'+3b— 4 b^— i4b+48 b^— Sb^ 



i+x-^ ^ 



= ? 



I — x+x^ 

Solve: 7X+9 Sx+i Qx— 13 249— -9X 

8 7 4 14 

IOX-f-17 12X^-2 5X 4 



18 13X — 16 9 

x2— X+I X^+X+I 



2X 



X 1 x-j-l 



FIFTH DAY. 
5ix^ — ^96 = 39x*-f- 96 

14x2 + 16 2X^ + 8 2X^ 



21 Sx^ — II 3 

(x+2)^=4x+S 
25x2-)- 20X — 8i=9x24-4x — 4 
101 



2 3 

8x 20 

6=0 



x+2 3x 



f iox+y=3xy 
j y— x=2 

fx+y=2 

I x^ — 2xy — y^=i 

(6 ( x^ — xy ) =7xy — 6y ^ 
x^ — y^=2o 

{xy — y2=68 
x2— y2=425 

The sum of three numbers is 272. The first is i>4 times 
the second, and the third is 17 more than % of the sum of the 
other two. Find the numbers. 

A sells B 17 sheep and then has only half as many as B ; but 
at first he had 11 more than B. How many had each at first? 

A can do a piece of work in 10 days, B in 12 days, and C in 
8 days. In how many days can all together do it? 

Find a fraction whose value is 4/7 and whose numerator is 
15 greater than its denominator. 

In the formula, s=y2Sit^, find t if s=400 and a=i6. 

The breadth of a basket-ball court is 20 feet less than its 
length. The perimeter is 80 yards. Find the dimensions. 

The area of a right triangle is 55 square inches and one 
leg is 17 inches longer than the other. Find base and altitude. 

A three-inoh square is cut from each corner of a square of 
tin. The sides are then turned up and an open box is formed 
whose volume is 300 cubic inches. Find the size of the piece 
of tin. 



102 



CIVIL GOVERNMENT 

(By D. F. McElhannon, Womble.) 

FIRST DAY. 
NATIONAL GOVERNMENT. 
Under Articles oe Confederation. 
History. 

1. When drafted. 

2. When and how it became operative. 

3. Difficulties in preparing. 

(a) The States' jealousy of England was transferred 
to their own general government. 

(b) States were willing to confide little power to 
Congress. 

Defects. 

1. Government had no executive officer. 

2. No power to punish offenses against the law. 

3. Could not regulate commerce. 

4. Name several other defects. 
Plans for Reorganizing the Government. 

1. Annapolis Convention — When and for what purpose 
called. 

2. Philadelphia Convention — When and for what purpose 
called. 

3. Constitutional Convention — States represented, its work, 
Virginia plan, New Jersey plan. 

4. Origin of parties. 

103 



Under the Constitution. 

BMciency, compared with the Articles of Confederation. 
I. The powers and functions — ^how distributed. 

Purposes, 

1. To form a more perfect union. 

2. To estabHsh justice. 

3. Name four other purposes. 
Provisions, as to Departments of Government. 

1. Legislative. 

2. Executive. 

3. Judicial. 

SECOND DAY. 
Le;gislative. 

House of Representatives. 
I. Members. 

(a) Number— Term of ofifice. How elected. 

(b) Qualifications: 

1. Age. 

2. Citizenship. 

3. Residence. 

4. Loyalty. 

5. Official disencumbrance. 

2. House Powers. 

(a) Elective. 

(b) Inquisitorial. 

(c) Legislative. 

1. Exclusive. 

2. Concurrent. 1 

104 



Senate. 
I. 



2. 



Members. 

(a) Number. Term of office. How elected. Classes. 
Vacancies. 

(b) Qualifications. 
I. Age. 

Citizenship. 

Residence. 

Loyalty. 

Official disencumbrance. 
Vice President of United States. Powers. Salary. 
Qualifications. 
3. Senate Powers. 

(a) Elective. 

(b) Judicial. 

(c) Legislative. 

(d) Executive. 

Powers of Congress. 

1. Express Powers: 

(a) To lay and collect taxes. 

(b) To borrow money on credit of United States. 

(c) To regulate commerce. 

(d) To establish uniform rules of navigation. 

(e) Name six other express powers. 

2. Implied Powers. 

(a) To purchase foreign territory. 

(b) To establish military and naval academies, 

(c) To make internal improvements. 

(d) To create corporations. 

105 



3- Powers Prohibited and Restricted : 

(a) Mention at least ten under this head. 

TPIIRD DAY. 
Executive — Vested in a President. 
I. Necessity and object. 
Term of office. 
Election. 

Qualifications. (Give a reason for each.) 
Vacancy in office of President, 

(a) May occur how? 

(b) Succession law of 1886. Members of Cabinet 
succeed in followine; order: 



Secretary of State. 



2. Secretary of Treasury. 

3. Secretary of War. 

4. Attorney-General. 

5. Postmaster General. 

6. Secretary of Navy. 

7. Secretary of Interior. 

6. Salary — Fixed by Congress. 

7. Oath of office — by whom administered. 

8. Powers duties of President. 

(a) Militjary. 

(b) Civil. 

9. Removal from office. 

(a) Impeachment by House of Representives. 

(b) Trial by Senate. 

(c) Who presides at trial of President? 

106 



(d) What is necessary to convict? 

(e) What is the extent of judgment? 

How are the returns from a presidential election made? 
How are the votes counted, and the election declared? 

Why should the Senate elect the Vice President in case of 
a failure to elect by the electors? 

What changes have been made in the salary of the President ? 

What other succession law have we had besides that of 1886, 
and what did it provide ? 

How was the President's Message delivered to Congress 
before 1801 ? How is it now delivered? Why? 

FOURTH DAY. 
Judicial Department. 

1. Objects. To interpret and apply the laws. 

2. Grades of Federal Courts. 

(a) Supreme Courts. 
I. Jurisdicetion. 

(b) Circuit Courts. 
I. Jurisdiction. 

(c) Circuit Courts of Appeal. 
I. Jurisdiction. 

(d) District Courts. 
I. Jurisdiction. 

What is a criminal oase? 

What is a civil case? 

What is a case in equity? 

What is meant by original jurisdiction? Concurrent juris- 
diction ? 

What four kinds of law must be considered by every judge? 

107 



How can a person obtain relief if he has a claim against a 

State? 

Are the United States Courts open to citizens of a Territory ? 

How may laws of Congress be declared null and void? 

Why is the independence of Federal Judiciary important? 
How is this independence secured ? 

Give an account of the Federal Courts which are outside 
the regular Federal system. 

FIFTH DAY. 

State Government. 
The Township. 

1. The two kinds of townships — mathematical township, 
townsihip politic. 

2. Government. • 

(a) Judicial, in whom vested. 

(b) Executive, in whom vested. 
The County. 

1. Formation of counties. 

2. Government. 

(a) Judicial, in whom vested. 

(b) Executive, in whom vested. 

(c) Name each administrative officer of your county 
and define his duties. 

(d) Have the townships and counties any legislative 
powers ? 

The State. 

I. Legislative Department. 

(a) Senate — Number, term, qualifications of members. 

(b) House of Representatives — Number, term, quah- 
fications of members. 

108 



2. Executive Department. 

(a) The Governor. 

(b) Other State officers. Term, salary, election, quali- 
fications of each. 

3. Judicial Department. 

(a) Supreme Court. Judges, number, title, term, sal- 
ary. 

(b) Circuit Courts — Number. 

(c) Chancery Courts. 



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